i75 

0 


^  E5 


B   M   bl3   lis 


:1-    /'  "/S 


'is 


'^'  '--^7 


LANCASTERIAN  SCHOOLS 


IN 


PHILADELPHIA 


THESIS 


PRESENTED  TO  THE   FACULTY  OF   PHILOSOPHY 
OF  THE  UNIVERSITY  OF   PENNSYLVANIA 


BY 


CHARGES  CAlVECT.  ELLIS 


IN  PARTIAL  FULFILMENT  OF  THE  REQUIREMENTS 
FOR  THE  DEGREE  OF  DOCTOR  OF  PHILOSOPHY 


I 


LANCASTERIAN  SCHOOLS 


IN 


PHILADELPHIA 


THESIS 


PRESENTED  TO  THE   FACULTY  OF   PHILOSOPHY 
OF   THE  UNIVERSITY   OF   PENNSYLVANIA 


BY 

CHARLES  CALVERT  ELLIS 


IN  PARTIAL  FULFILMENT  OF  THE  REQUIREMENTS 
FOR  THE  DEGREE  OF  DOCTOR  OF  PHILOSOPHY 


LANCASTERIAN   SCHOOLS   IN   PHILADELPHIA        i 


PREFACE. 


The  ordinary  history  of  education  and  schools  does  but 
scant  justice  to  the  firm  hold  which  the  Lancasterian  or  moni- 
torial method  of  instruction  had  upon  the  school  systems  of 
some  of  our  largest  American  cities  during  a  period  of  more 
than  a  quarter  of  a  century.  Following  closely  upon  New 
York  in  this  respect,  Philadelphia  was  the  second  city  of  the 
country  to  welcome  the  new  method.  In  this  city  the  method 
was  long  intrenched,  first  through  benevolent  societies  and 
later  by  legislative  enactment;  but  the  records  of  its  operation 
have  not  before  been  brought  together,  while  the  fragmentary 
references  to  it  here  and  there  have  not  been  by  any  means 
always  as  accurate  as  might  be  desired. 

The  fact  that  the  school  system  of  the  First  District  of 
Pennsylvania  was  not  inaugurated  by  the  law  of  1834-36  may 
not  be  so  well  known  elsewhere  in  the  state  as  in  Philadelphia, 
but  even  here  it  is  doubtful  whether  the  full  significance  of  the 
Lancasterian  phase  of  free  school  education  has  been  appre- 
ciated, because  these  schools  were  not  public  schools  in  the 
sense  in  which  we  use  the  term  today. 

While  an  attempt  has  been  made  to  consult  every  avail- 
able source,  both  original  and  secondary,  which  has  even  re- 
mote bearing  upon  the  subject,  the  bibliography  represents 
only  those  authorities  which  have  made  contribution  to  this 
treatise.  The  basis  of  the  discussion  will  be  found  under  the 
head  of  Sources  in  the  Bibliography,  while  under  the  Refer- 
ences are  grouped  two  classes  of  works:  first,  authoritative 
treatises  upon  themes  closely  allied  to  the  subject  to  which  it 
seemed  desirable  to  make  reference,  and  second,  discussions 
bearing  more  directly  upon  the  subject,  which  have  proved 
either  directly  suggestive  of  Sources,  or  provocative  of  research 
through  unsupported  statement.  It  is  believed  that  no  state- 
ment from  the  latter  class  of  references  is  cited  with  either 


20246:^ 


ii        LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA 

approval  or  disapproval  unless  the  same  is  justified  by  the  data 
of  the  original  sources. 

The  order  of  treatment  is  for  the  most  part  chronological, 
althou£,h  this  is  not  adhered  to  when  there  seemed  sufficient 
reason  to  depart  from  it.  Not  the  date  of  their  founding,  but 
of  their  adoption  of  the  Lancasterian  System  has  determined 
the  order  of  treatment  of  the  different  Societies  discussed. 

In  the  course  of  the  investigation  many  transcripts  of 
manuscript  records,  newspaper  notices  and  other  data  not 
easily  accessible  Avere  made,  and  it  was  at  first  planned  to 
embody  these  in  a  series  of  appended  notes.  The  most  impor- 
tant of  these  transcripts  have  however  been  placed  in  their 
proper  setting  within  the  body  of  the  thesis,  and  the  references 
to  the  others  are  believed  to  be  so  definite  as  to  make  their  ap- 
pearance in  the  shape  indicated  unneccessary,  especially  since 
it  would  have  involved  a  possible  duplication  of  the  size  of  the 
volume. 

The  bibliography  under  each  heading  is  arranged  alpha- 
betically, but  the  numbering  is  consecutive.  The  numerical 
references  are  to  the  number  of  the  authority  in  the  biblio- 
graphy, followed  when  necessary  for  ready  verification,  by  the 
page  or  date  of  the  citation.  In  the  chapter  on  Public  Schools 
the  usual  bibliographical  references  are  omitted  whenever 
their  use  is  rendered  superfluous  by  the  mention  of  the  exact 
date  of  the  entry  on  the  Minutes  of  the  Board  of  Controllers. 

The  writer  wishes  to  express  obligation  to  the  following 
for  the  reasons  named:  Dr.  John  W.  Jordon  and  Mr.  Ernest 
Spofford  of  the  Pennsylvania  Historical  Society  for  many 
courtesies  in  the  use  of  their  collections ;  Messrs.  William  Dick, 
Lucien  B.  Drake  and  A.  F.  Hammond  for  access  to  the  Minutes 
of  the  Board  of  Education ;  Mrs.  Mary  Leeds  and  Miss  Lucy 
B.  Child  for  the  use  of  the  records  of  Aimwell  School;  Messrs. 
PVanklin  S.  Edmonds,  Thomas  D.  Simpson  and  J.  K.  Bockius 
and  Congressman  Irving  P.  Wanger  for  courtesies  during  the 
prosecution  of  the  work,  and  all  others  who  have  contributed 
in  any  degree  toward  its  completion. 

Grateful  acknowledgment  of  special  obligation  is  due 
Superintendent  Martin  G.  Brumbaugh  for  the  first  suggestion 


LANCASTERIAN  SCHOOLS   IN  PHILADELPHIA       iii 

of  the  theme,  for  the  loan  of  valuable  material  from  his  pri- 
vate library,  and  for  references  to  other  source  material;  and 
equally  to  Dr.  A.  Duncan  Yocum  of  this  University,  under 
whose  direction  the  work  has  been  completed,  for  constant  en- 
couragement and  many  valuable  suggestions  both  as  to 
sources  and  method. 

CHARLES  CALVERT  ELLIS. 
University  of  Pennsylvania, 

Philadelphia,  Pa.,  May  8,  1907. 


iv      LANCASTERIAN   SCHOOLS  IN  PHILADELPHIA 


TABLE  OF  CONTENTS. 

Introduction.  Pages. 

1.  Origin  of  Lancasterian  Schools 1 

2.  Essential  Principle.     Origin  of  the  Term. ......  1-2 

3.  Bell's      Claim 2-3 

4.  Proper  Name  for  System  in  America 3-4 

5.  Bell  and  Lancaster  Societies 4 

6.  System  adopted  by  Charitable  Friend  Socie- 

ties    4 

Chapter.  I. 

The  Philadelphia  Association  of  Friends  for 
the  Instruction  of  Poor  Children. 

1.  First  Lancasterian  School  in  Philadelphia....  5 

2.  Origin  and  Membership  of  the  Association.  ..  5-6 

3.  Visit  to  New  York 7 

4.  Improvements  in  System 7-8 

5.  Progress  of  the  School.     Close 8 

Chapter  II. 

Society  for  the  Free  Instruction  of  Female  Children. 

1.  Brief      History 9 

2.  Introduction  of  Lancasterian   Method 9-10 

3.  Premiums  and  Monitors  Meetings 10-11 

4.  School   Regulations    1811 11-12 

5.  Disuse  of  the  System 12 

Chapter  III. 

Philadelphia  Society    for  the  Establishment  and 
Support  of  Charity  Schools. 

1.  Origin    13-14 

2.  An  exciting  Race  with  the  University  of  Penn- 

sylvania      14 

3.  The  School — Origin  and  Progress 14-15 

4.  Southwark    Schools    15 


LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA        v 

5.  Introduction  of  Lancasterian  System 15 

6.  Publication  of  Lancasterian  Manual 16 

7.  Endorsement  of  the  System 17-18 

8.  Relation  to  Public  Shcools 18-19 

9.  History  from  1818  to  Present 19-21 

10.  Discontinuance    of   System 21 

11.  A  Monitorial  School 21-22 

Chapter  IV.  Individual  Private  Teachers. 

1.  Inaccuracies  in  the  Histories 23-25 

2.  James    Edward 25-26 

3.  Jonathan   D.    Ayres 26 

4.  J.       Verdries 26 

5.  A.  S.  Trood 26 

6.  Mary   M.    Archer 26-27 

7.  Edward    Baker 27 

8.  Address  of  Benjamin  Shaw 27-28 

9.  Controversy  between  Edward  and  Baker ....  28-29 

10.  Baker's  Claims 29-30 

11.  Edward 's    Claims 30-31 

12.  Edward 's  French  Advertisement 31 

13.  Lancasterian  Teachers'  Association 31 

14.  Edward's  "Legal"  Vindication 31-32 

15.  William  Mann 32 

16.  Peter    Ulrick 32 

17.  Mrs.    Baker 33 

18.  Controversy  over  Edward's   relation   to   New 

Law 33.34 

19.  Differences     between  Edward's  and     Baker's 

Method 34-35 

20.  John  D.  Weston 35-36 

21.  James  Kelly's  Colored  Evening  School 36 

Chapter  V.  Public  Schools. 

1.  Report  of  Public  School  Committee 37-38 

2.  The  New  Law  vs  Committee's  Bill 38-41 

3.  Inaccuracies  in   Philadelphia  Histories 41 

4.  Beginnings  under  the  Law 42 

5.  Joseph  Lancaster  in   Philadelphia 43-48 


vi        LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA 


6.  Baker  made  first  Teacher  of  Model  School .  . .  48-49 

7.  Joseph  Lancaster  and  Permanent  Model  School  50-51 

8.  Lancaster's    Departure 52-54 

9.  Colored    Schools 55-56 

10.  Model  School  under  John  Ely 57 

11.  Reputation  of  Philadelphia  Schools 58 

12.  Establishment  of  Similar  Schools  in  the  State  58-59 

13.  Suggestion  of  Child  Labor  Law 59 

14.  Schools  west  of  Broad  Street 59-60 

15.  Defects  of  System — Permanent  Monitors ....  60-64 

16.  Rewards  and  Premiums 64-65 

17.  Needle-Work    and    Straw-Plaiting 65 

18.  Infant    Schools 65-67 

19.  Society  for  Promotion  of  Public  Schools 67-68 

20.  Germantown     Schools 68-69 

21.  Proposed  School   at  Manayunk 69-70 

22.  Number  of  Teachers  qualified  in  Model  School  70-71 

23.  Resignation  of  Mr.  Vaux 71-72 

24.  Joseph  Lancaster  again  in  Philadelphia 72 

.  25.  Association  of  Monitorial  Teachers 72-73 

26.  Joint  Legislative  Committee  on  Education .  . .  73-74 

27.  Memorial  of  Controllers  against  repeal  of  Law 

of    1818 74 

28.  Repeal   of  Lancasterian   Provision   of  Law —  75-77 

Cause 75-77 

29.  Decline  of  Lancasterianism 77-80 

Chapter  VI.  Conclusion. 

1.  Eflfects  on  Attendance  of  Law  of  1834 81 

2.  Value  of  the  System — Dunlap's  opinion 81-82 

3.  Wickersham's  estimate  of  the  System 83 

BIBLIOGRAPHY. 

Sources   83 

References    87 


LANCASTERIAN  SCHOOLS   IX   PHILADELPHIA       1 


INTRODUCTION. 

Laucasterian  schools  are  an  importation  from  England, 
but  the  principle  upon  which  they  are  based  is  directly  tracea- 
ble to  India  (T:23j  and  was  not  unknown  (35:32)  long  before 
the  eighteenth  century  both  there  and  in  Europe. 

While  various  appurtenances  have  from  time  to  time  been 
set  forth  as  characteristic  of  the  system,  and  while  different 
features  have  by  different  writers  been  made  essential  to  its 
genuineness,  all  agree  upon  one  point  as  the  sine  qua  non  of  the 
system.  Whether  it  is  termed  the  New  System,  or  the  Madras 
System,  or  the  National  System,  or  the  British  and  Foreign 
System  or  the  Laneasterian  System,  or  whether  it  is  more  def- 
initely denominated  the  Monitorial  System  or  the  System  of 
Self-Tuition  or  Mutual  Instruction  (7:9),  its  one  indispensable 
and  ever  characteristic  feature  is  this :  that  a  single  teacher 
conducts  a  school,  usually  a  large  one,  through  the  medium  of 
the  scholars  themselves.  (7:22). 

The  proper  adjective,  Laucasterian,  used  to  designate  the 
system  in  this  country,  is  a  derivative  of  the  surname  of  Jo- 
seph Lancaster  who  claimed  to  be  the  author  of  the  system. 
According  to  his  own  account  (L5:5)  Lancaster  was  born  near 
London  in  1778  in  circumstances  "decent  and  comfortable,  but 
still  not  so  far  above  the  poor  as  to  open  the  prospects  of  ambi- 
tion, or  fan  the  spark  of  human  pride  into  an  early  or  prenia- 
ture  flame."  Ilis  friends  had  intended  him  for  the  Calvinistii- 
ministry  but  his  early  union  with  the  Society  of  Friends  i)re- 
vented  this.  In  1798  he  opened  a  cheap  school  for  the  poor  of 
the  neighborhood  in  a  room  of  his  father's  house.  The  schot>l 
grew  rapidly,  although  the  small  tuition  fees  were  not  prompt- 
ly paid,  and  larger  (|uarter.s  had  to  be  sought.  Through  p»'r- 
mitting  many  pupils  to  continue  coming  whose  parents  were 
unable  to  pay  for  them,  he  was  not  ablr  to  employ  a  need»'d 
assistant,  and  so  necessity  eonipelleil  him  to  make  use  of  the 
pupils  as  monitors  to  teach  one  another;  and  this  was  the  genu 


2      LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA 

of  the  widely  heralded  Monitorial  or  Lancasterian  System. 
Lancaster  says  that  he  soon  discovered  that  his  monitors  had 
to  be  wisely  selected  and  judiciously  trained,  and  "thi«  led 
him  to  one  invention  after  another,  till  he  had  perfected  every 
part  and  prescribed  every  mode  of  action"  (15:6).  The  truth 
is,  that  from  this  simple  beginning  he  did  develop  a  rather  com- 
plex machine,  but  the  fact  remains  that  this  machinery  was  not 
the  distinctive  thing  that  perpetuated  his  name  in  connection 
with  the  system ;  when  much  of  this  had  been  stripped  from 
it,  the  Lancasterian  system  still  survived,  for  the  term  was 
practically  synonymous  with  "monitorial,"  and  so  long  as  mon- 
itors were  utilized,  it  was  deemed  proper  to  call  a  system  Lan- 
casterian. And  indeed  the  use  of  the  term  "monitor,"  as  Sal- 
mon remarks,  is  probably  original  with  Lancaster  (38:7  note). 
Tlie  credit  of  introducing  that  for  which  the  term  stands  how- 
ever, has  been  very  strenuously  disputed  by  Dr.  Andrew  Bell. 

According  to  Dr.  Bell's  own  account  he  was  Superintend- 
ent of  the  i\lilitary  Male  Orphan  Asylum  at  Egmore,  near  Fort 
St.  George,  in  the  East  Indies,  in  1789.  This  Asylum  was  es- 
tablished "for  the  Education  and  Maintenance  of  the  Orphan 
and  Indigent  Sons  of  the  Ruropean  Officers  and  Soldiers  of  the 
Madras  Army."  Here,  the  usher  of  the  lowest  class  having 
repeatedly  failed  to  perform  a  task  assigned  to  him,  the  class 
was  given  to  one  of  the  boys  of  the  school  who  performed  what 
the  master  had  pronounced  impossible.  The  boy  was  thereupon 
made  permanent  teacher  of  the  class,  and  it  was  better  taught 
than  any  other  in  the  school  (7:23).  The  experiment  begun 
from  necegsity,  was  gradually  introduced  into  every  class  from 
choice,  until  the  masters  were  entirely  superseded  so  far  as  in- 
struction was  concerned;  the  school  "was  entirely  taught  by 
boys."  Bell's  words  are:  "Such  was  the  complete  establish- 
ment of  'a  system  of  tuition  altogether  new,'  'by  which  a 
school  or  family  may  teach  itself,  under  the  superintendence 
of  the  master  or  parent.'  Nothing  remained  to  be  done — noth- 
ing more  lias  been  done — and  nothing  more  can  be  done  as  far 
as  regards  the  General  Principle  which  constitutes  the  Madras 
System  of  Education.  No  school  can  do  more  than  teach  it- 
self through  the  agency  of  its  scholars." 

At  the  end  of  seven  years  when  about  to  return  to  Europe 


LANCASTERIAX   SCHOOLS   IN    PHILADELPHIA       3 

1^(^11  was  asked  "to  digest  a  compeudium  of  the  annual  Re- 
ports, with  a  suninuiry  of  his  new  method  of  instruction  and 
discipline."  This  final  Report,  dated  Jan.  28,  1796,  he  pub- 
lished in  London  in  1797.  This  was  the  year  preceding  the  op- 
eriing  of  the  Lancaster  School  according  to  Lancaster's  own 
account  U5:])  and  IJell  therefore  claims  not  only  the  priority 
in  time,  but  tlie  originality  of  the  Laneasterian  system  (7:36). 
He  does  indeed  show  that  in  the  first  edition  of  the  "Improve- 
ments in  Education"  publisiied  in  1803  Lancaster  admits  ob- 
ligation to  Bell  (7:39). 

The  Edinburgh  Review  said  in  1808:  "In  the  year  1797 
Ur.  Bell,  a  clergyman  of  the  Church  of  England,  published  an 
account  of  an  institution  for  education  at  Madras  to  which  Mr. 
Lancaster  is  certainly  indebted  for  some  very  material  parts 
of  his  improvements, — ^as  in  the  early  edition  of  his  book,  he 
very  honestly  and  plainly  owned  himself  to  be.  To  this  val- 
uable information,  received  from  Dr.  Bell,  Mr.  Lancaster  has 
made  important  additions  of  his  own,  quite  enough  to  entitle 
him  to  a  very  high  character  for  originality  and  invention. 
We  sincerely  hope  Dr.  Bell  will  not  attribute  to  us  the  most 
distant  intention  of  depreciating  his  labours  when  we  say  that 
lie  has  l)y  no  means  taught  Mr.  Lancaster  all.  though  he  has 
taught  him  much."  (11:72).  It  is  worthy  of  note  however 
that  Lancaster  nowhere  admits  having  received  the  original 
suggestion  of  the  system  from  Bell.  The  controversy  has 
waxed  warm  and  the  atmosphere  has  been  much  clouded  both 
by  the  original  claimants  and  their  disciples,  but  Salmon  prob- 
ably epitomizes  best  the  truth  of  the  matter.  I  cannot  prove 
his  statement  that  Lanca.ster  did  not  see  a  copy  of  Bell's  work 
until  1800  althongli  it  was  published  in  1797.  but  with  him  1 
am  convinced  that  the  (|uestion  of  priority  is  a  matter  not 
worth  a  tithe  of  the  discussion  it  has  occasioned,  for  though 
there  be  no  doubt  "that  the  itlea  of  monitor.^  oc(!urred  inde- 
pendently to  Bell  and  to  Lancaster,  and  while  it  is  also  beyond 
doubt  that  it  occurred  to  Rell  first,  it  is  eijually  beyond  doubt 
that  the  idea  had  0(!curred  to  others  before  Bell  was  born,  and 
his  i)riority  is  not  worth  much."     (38:32). 

So  far  however,  as  the  operation  of  the  System  on  this 
side  the  water   is  concerned,  there   is  no  doubt  of  its   proper 


{^     LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA 

title.  Whether  he  evolved  it  independently  or  received  it  from 
Bell,  it  is  Joseph  Lancaster,  and  his  disciples  among  the 
Friends,  who  are  to  be  credited  with  the  introduction  of  the 
Monitorial  System  into  America.  Over  here,  it  is  the  Lancaste- 
rian  brand  and  not  the  Madras  brand  of  mutual  instruction 
with  which  v.-e  have  to  do.  The  monitorial  schools  in  America 
are  Lancasterian  in  origin,  in  the  proper  sense  of  that  term. 

In  order  to  have  a  full  understanding  of  the  succeeding 
pages  it  is  necessary  to  note  that  not  only  was  Bell's  plan  later 
promulgated  by  a  National  Society  formed  for  the  education 
of  the  poor  (7:32),  but  Lancaster's  lack  of  business  ability 
made  necessary  the  formation  of  a  similar  Society  known  first 
as  the  ''Royal  Lancasterian  Institution"  (38:42)  and  later,  as 
the  "British  and  Foreign  School  Society."  (38:50).  Although 
his  own  business  inefficiency  had  made  necessary  its  formation, 
Lancaster  broke  with  the  Society,  giving  up  the  good  position 
it  had  proffered  him,  and  harshly  censuring  those  who  had 
most  helped  him   (38:50-57). 

Originally  evolved  by  Joseph  Lancaster  in  England  as  an 

economical  method  of  educating  poor  children,  it  is  not  strange 

UhatTn  America  the  Lancasterian  system  should  have  been  util- 

•ized  almost  entirely  in  the  same  cause;  nor  is  it  strange  that 

i'its  most  ardent  advocates  were  members  of  the  Society  of 
Friends,  seeing  that  Lancaster  himself  belonged  to  that  fra- 
ternity, and  that  the  well-known  benevolence  of  the  Society 
naturally  led  it  to  that  sort  of  educational  effort  of  which  the 
system  seemed  to  be  the  natural  support  and  ally.  We  shall 
find  til  is  system  of  instruction  in  operation  under  the  direction 
of  three  different  charitable  associations  before  it  became  essen- 
tially a  legal  charity  system;  and  of  these  three  Societies,  one 
was  limited  to  member.^  of  the  Society  of  Friends,  while  anoth- 
er, founded  by  female  members  of  the  same  Society,  was  tra- 
ditionally at  least,  the  inspiration  of  the  third,  which  seems 
to  have  had  no  creed  limitation.  We  shall  find  the  system  also 
operative,  however,  after  some  years,  in  a  number  of  fiouriah- 
ing  pay  schools  run  by  enter})rising  private  teachers,  and  in 
these  schools  we  shall  find  it  transcending  its  elementary  limi- 
tations and  being  applied  even  to  the  higher  branches  of  in- 
struction. 


LANCASTERIAN  SCHOOLS  IX   PHILADELPHIA 


CHAPTER  I. 

The  Philadelphia  Association  of  Friends  for  the 
Instruction  of  Poor  Children. 

The  first  school  "out  of  Britain  upon  J.  Lancaster's  sa's- ' 
tem"  was  established  in  New  York  City  in  1806  according  to 
Ijanc^ternEi^§eir7(TK^97"^  Tle^also^says'fKat  Thomas  Scatter- 
good,  an  apostolic  minister  of  the  Society  of  Friends,  soon  after 
originated  the  first  school  in  Philadelphia,  "and  the  same  hap- 
py progress  has  resulted  from  the  same  cordial  support  given 
to  early  experiment  by  the  Friends  there"  (L5:9).  The  Phila- 
delphia school  referred  to  had  its  origin  in  the  solicitude  of  a 
•number  of  benevolent  Friends  for  the  poor  children  of  the  city, 
who  were  growing  up  in  idleness  and  without  education.  They 
had  had  "their  attention  awakened  by  a  perusal  of  the  account 
of  a  new  system  of  education,  first  instituted  by  Dr.  Bell  of 
Madras,  and  afterwards  brought  more  into  notice  and  success- 
fully practiced  upon  an  extensive  scale  by  Joseph  Lancaster  of 
L<  ndon"  (5:1).  The  manner  in  which  they  had  had  their  at- 
te  tion  called  to  this  new  system  of  education  is  told  by  Lan- 
ca,  ter  in  another  place.  In  1805  he  had  sent  copies  of  his  orig- 
inal publication  to  two  men,  one  of  them  Thomas  Scattergood, 
who  took  up  the  subject  with  enthusiasm,  and  was  the  moving 
spirit  in  the  agitation.  Lancaster  indeed  says  that  Scattergood 
conducted  the  school  in  person  for  some  time  (17:14).  If  this 
be  true  he  was  doubtless  the  "tutor"  referred  to  below  who 
with  some  of  the  members  of  the  newly-formed  society  visited 
and  inspected  the  New  York  Schools. 

At  any  rate  Scattergood  and  a  few  whom  he  had  interest-' 
ed  called  a  meeting  of  about  twenty  of  their  fellow  citizens 
on  September  22.  1807,  "to  consider  the  propriety  of  forming 
an  association  for  the  purpose  of  establishing  and  maintaining 
a  school  or  schools  for  the  children  of  the  indigent,  upon  the 
Lancastrian,  or  some  nearly  similar  plan"  (24).     At  this  meet- 


Ce      LANCASTERTAX  SCHOOLS  IN  PHILADELPHIA 

ing  Thomas  Scattergood  and  several  other  Friends  were  ap- 
pointed a  committee  to  take  the  subject  "more  immediately 
under  their  deliberation,"  and  report  October  6,  1807.  This 
committee  reported  favorably  and  the  association  v;as  formed 
two  days  later  (24)  under  the  denomination  of  "The  Philadel- 
phia Association  of  Friends  for  the  Instruction  of  Poor  Chil- 
dren" (5).  On  December  12.  1808  it  was  incorporated — a  so- 
ciety for  instructing  the  children  of  the  poor  "by  instituting 
and  supporting  a  school  or  schools  upon  a  plan  nearly  similar 
to  that  so  successfully  eniployed  by  .Joseph  Lancaster  in  Lon- 
don" (5:1). 

The  list  of  Charter  members,  headed  by  Thomas  Scatter- 
good,  is  as  follows : 

Thomas  Scattergood.  Israel  W.  Morris, 

John  Morton  Jun..  William  Penrose. 

John  Cooke.  Charles  Townsend, 

Elihu  Pickering,  James  Pemberton  Parke. 

Emmor  Kimber  Samuel  Haj^dock, 

Isaac  \V.  Morris.  Reuben  Haines, 

Eden  Haydock,  Benjamin  Kite. 

John  C.  Evans,  Caleb  Shreve, 

John  Biddle.  Clement  Biddle,  Jun., 

Israel  Maule.  John  Paul, 

Daniel  Elliott.  Joshua  Sharpless, 

Benjamin  Ferris.  Charles  Roberts, 

Isaac  Davis.  Joseph  Parrish, 

Joseph  Scattergood,  Solomon  W.  Conrad. 

Robert  Smith.  Jun..  Robert  L.  Pitfield. 

The  association  was  limited  to  forty-five  members  in  or- 
der that  it  might  not  become  unwieldy;  it  was  also  limited  to 
I  members  of  the  Society  of  Friends,  "not  through  want  of  lib- 
erality toward  any  class  of  their  fellow  citizens"  but  "the 
scheme  of  the  association  oricrinated  among  themselves,  and 
they  conceived  it  would  be  conducted  most  to  their  satisfaction 
by  keeping  it  under  their  exclusive  direction.  At  the  same 
time  they  would  rejoice  to  see  any  more  engaged  in  similar  ex- 
ertions, and  it  is  with  real  satisfaction  they  learn  that  the  re- 
spectable institution  in  Walnut  Street  has  in  part  adopted  the 
new  sy.stem"  CSinote). 


LANCASTERIAN  SCHOOLS  IN   PHILADELPHIA       7 

The  new  school  was  opened  January  11,  1808  at  the  corner 
'of  Moravian  and  Watkins  Alleys  (5:10).  The  Association  re- 
ceived much  useful  information  and  help  in  conducting  the 
school  from  a  visit  which  some  of  the  members,  together  with 
the  tutor,  paid  to  "a  school  of  the  same  kind  previously  estab- 
lished in  New  York."  They  also  studied  carefully  the  publica- 
tions by  Lancaster  (5:10).  De  Witt  Clinton  refers  to  this  visit 
in  an  address  before  the  Free  School  Society  of  New  York  in 
1809.  He  says:  "In  Philadelphia  the  same  laudable  spirit  has 
been  manifested.  Two  delegates  from  that  city  have  visited 
us  for  the  express  purpose  of  examining  our  school.  One  of 
them  made  so  favorable  a  report  on  their  return  that  a  number 
of  the  more  enterprising  and  benevolent  citizens  composed  of 
members  belonging  to  the  Society  of  Friends  immediately  as- 
sociated under  the  name  of  the  Adelphi  Society  and  raised  by 
subscription  a  sum  sufficient  to  purchase  a  suitable  lot  of 
ground  and  to  erect  a  handsome  two-story  brick  building  sev- 
enty-five feet  in  length  and  thirt5''-five  in  breadth  in  which  they 
formed  two  spacious  rooms"  (8:324).  The  appendix  to  the 
"Sketch  of  the  Origin  and  Progress  of  the  Adelphi  School" 
published  in  1810  contains  "A  Sketch  of  the  Improved  Meth- 
ods of  Education  employed  by  Dr.  Bell  in  the  Asylum  at  ^lad- 
ra.;  by  J.  Lancaster  in  London;  and  lately  introduced  into 
sjveral  schools  for  poor  children  in  New  York  and  Philadel- 
y)hia."  This  sketch,  which  is  really  a  very  brief  abstract  of 
the  method  as  set  forth  in  the  works  of  Lancaster  himself,  has 
no  name  attached  to  it,  but  is  said  to  have  been  compiled  by 
one  of  the  members  of  the  association  (5:10).  It  is  also  said 
that  later  experience  has  induced  a  considerable  variation  in 
several  particulars,  both  from  that  and  from  Lancaster's  sys- 
tem. Yin  which  respects  it  is  apprehended  improvements  have 
been  made"  (5  :10).  It  is  noted  that  one  of  the  most  important 
of  these  improvements  is  in  the  substitution  of  slates  for  sand.  / 
The  use  of  sand  however,  was  an  importation  from  Dr.  Bell 'a 
system,  for  Lancaster  is  represented  as  writing  to  him  on  No- 
vember 21.  1804  asking  further  information  on  the  use  of 
sand  (38:23)  ;  and  slates  were  not  an  innovation  in  the  Lancas- 
terian  system  for  in  the  fourth  edition  of  the  "Improvements 
jn   Education."  Lancaster  says:     "Each  l)oy   in  every  cipher- 


8      LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA 

ing  olass  has  a  slate  and  pencil"  (16:69).  Again  in  his  "Brit- 
ish System  of  Education,"  jKiblished  in  1810  he  says:  "Of  all 
the  ideas  there  is  only  one  borrowed  from  the  Madras  or  Hin- 
doo mode  of  education;  that  is.  printing  in  sand,  and  even  that 
is  materially  improved.  It  only  applies  to  the  A,  B,  C,  class 
n7:Xll).  Yet  it  is  signitieant  that  within  two  years  the  man- 
agers of  the  Adelphi  School  were  soliciting  subscriptions  not 
only  for  the  purpose  of  furnishing  another  room  for  the  ac- 
commodation of  an  additional  school  but  because  they  "are 
desirous  of  making  some  improvements  in  the  conduct  of  the 
system,  which  they  conceive  will  remove  objectionable  parts 
of  the  Lancasterian  plan,  and  with  greater  economy  equally 
facilitate  the  progress  of  the  scholars"  (2).  This  appeal  dated 
first  month  1810  is  signed  by  Robert  Vaux,  Secretary,  who  ac- 
cording to  Lancaster  (15:9)  was  enlisted  in  the  work  by  Thom- 
as Scattergood,  and  afterward  became  a  most  imi)ortant  factor 
in  the  establishment  and  y)erpetuation  of  the  system  by  Act 
of  the  Legislature. 

When  the  school  first  opened  the  scholars  were  few  in 
number,  but  at  the  end  of  three  months  there  were  ninety  en- 
rolled. Within  a  year  a  new  brick  building  had  been  erected  on 
two  lots  in  Peg  St.  donated  by  Thomas  Scattergood  and  Wil- 
liam Sansom  (5:12).  Clinton  stated  that  at  the  time  of  his 
address  the  Adelphi  School  contained  two  hundred  children 
under  the  care  of  one  teacher,  and  was  eminently  prosperous 
(■8:324).  The  Adelphi  Schools  continued  in  operation  until 
the  law  of  1818  went  into  operation  which  provided  adequately 
for  the  instruction  of  the  poor.  Then  it  was  .iudged  best  by 
the  association  that  its  schools  should  be  suspended,  and  "on 
the  29th  of  the  5th  month  the  managers  parted  with  regret 
from  the  youthful  subjects  of  their  care"  (24).  Mn  1822  it 
was  decided  to  use  the  funds  for  the  maintenance  of  a  color- 
ed school  which  was  opened  October  7,  1822  (24),  but  I  have 
not  been  able  to  learn  whether  or  not  this  school  employed  the 
Lancasterian  method  of  instructionTl  In  view  however  of  the 
traditions  of  the  association  and  "especially  since  the  system 
was  at  that  time  intrenched  in  the  public  schools  established 
in  1818.  T  should  think  it  extremely  probable  that  the  Lancaste- 
rian system  was  employed. 


LANCASTERIAX  SCHOOLS  IX   PHILADELPHIA 


CHAPTER  II. 
Society  for  the  Free  Instruction  of  Female  Children. 

There  exists  today  in  the  city  of  Philadelphia  a  school  re- 
markable in  many  respects,  which  began  its  existence  in  the 
eighteenth  century.  It  is  and  has  been  from  the  beginning,  a 
girls'  school.  Sewing  has  been  maintained  in  its  curriculum 
from  the  beginning.  Founded  by  female  members  of  the  So- 
ciety of  Friends,  the  Constitution  under  which  it  operates  pro- 
vides that  it  shall  furnish  gratuitous  instruction  for  poor  fe- 

j  male  children,  not  niehil)ers  of  the  Society  of  Friends  (31 :11). 
Briefly  its  history  is  this:  In  1796.  in  fulfillment  of  a  vow,  out 
of  gratitude  for  the  restoration  of  her  parents  when  danger- 
ously ill,  Anne   Parrish   gathered  a    few    neglected    children 

1  around  her  for  instruction.  Other  Friends  came  to  her  aid  and 
soon  a  society  was  formed  and  in  1799  a  permanent  instructor 
V  as  engaged  and  later  a  second  one.     In  1807  the  school  was 

/  lirst  called  ''Aimwell  School."  In  1859  the  society  was  in- 
corporated under  the  nanu^  of  "The  Aimwell  School  Associa- 
tion." The  present  location  of  the  school,  which  is  in  a  flour- 
ishing condition,  is  at  Sixth  and  Noble  streets. 

In  the  address  already  mentioned  which  De  Witt  Clinton 
delivered  before  the  Free  School  Society  of  New  York,  Decem- 
ber n,  1809.  he  said  :  "Two  female  schools,  one  called  the  'Aim- 
well  Sc^hool'  in  Philadelphia,  and. another  in  Burlington,  New 
Jersey,  have  also  embraced  our  plan  with  much  success" 
(8:324).  Acrcording  to  the  minutes  of  the  Society  this  is  true, 
as  regards  Aimwell,  although  it  does  not  appear  that  this  So- 
ciety is  so  directly  indebted  to  the  New  York  Society  as  was 
the  Adelphi.  T^^nder  date  5  nionth  7th.  1S08  appears  this  rec- 
ord: y^^he  new  method  of  education  published  by  tloseph  Lan- 
caster, which  has  been  successfully  practiced  in  his  and  several 
(tther  seminaries. has  claimed  the  attention  of  the  Society.'?  .\nd 
it  being  believed  that  a  similiar  plan  might  be   introduced   with 


10    LAXCASTERIAN  SCHOOLS  IN  PHILADELPHIA 

advantage  into  our  own  School,  it  is  agreed  to  appoint  Catha- 
rine Morris.  Hannah  Lewis.  Hannah  Elliott,  Sarah  Parrish,  and 
Deborah  Howell  to  take  the  subject  into  their  particular  con- 
sideration, and  to  lay  their  result  before  us  at  a  future  meet- 
ing." This  committee  made  a  favorable  report,  but  action 
was  deferred  until  the  sixth  of  the  eighth  month  when  the  plan 
was  formally  adopted,  "but  it  is  agreed  to  defer  transcribing 
it  on  our  minutes  until  trial  is  made"  (23:8-6-1808).  On  the 
third  of  ninth  month  the  Committee  reported  the  autumn  open- 
ing of  the  school  and  that  "the  plan  concluded  upon  at  our 
last  meeting  has  been  adopted  and  thus  far  attended  to  with 
satisfaction ;  the  number  of  scholars  who  attended  was  from 
33  to  47,  and  we  have  reason  to  hope  that  under  the  careful  at- 
tention of  the  Society  our  new  method  of  instruction  will  prove 
of  great  advantage"  (23).  The  next  month  it  was  determined 
to  add  10  to  the  former  number  of  scholars  which  was  60,  "as 
it  is  apj)rehended  a  larger  number  of  scholars  can  be  accom- 
modated than  heretofore."  (28:10-8-1808).  It  is  worthy  of 
note  that  as  early  as  January  1807  the  Society  had  made  trial 
of  pupil  assistants,  but  deferred  any  permanent  arrangement 
"until  the  utility  of  it  is  more  fully  ascertained"  (23). 

Another  practice  of  the  Society  closely  allied  to  the  usual 
Lancastorian  mode,  was  the  distribution  of  premium  cards 
at  the  quarterly  examinations  (23:10-10-1807).  The  necessity 
for  a  name  for  the  school  to  be  placed  upon  some  of  these  cards 
about  to  be  engraved,  led  to  the  adoption  of  the  name  "Aim- 
well  School"  in  December  1807.  Thus  in  two  respects  they 
were  quite  ready  for  the  adoption  of  the  Lancasterian  System 
in  1808.  A  few  months  after  its  adoption  occurs  an  interest- 
ing minute  under  date  of  first  month,  seventh,  1809:  "The  So- 
ciety having  taken  into  consideration  the  arduous  task  of  the 
numitors  of  the  school,  and  believing  it  would  be  an  encour- 
agement in  the  performance  of  their  duty,  if  some  little  indul- 
gence was  granted  thom,  the  following  method  was  proposed, 
which  having  now  had  sufficient  trial,  it  is  concluded  at  pres- 
ent to  adopt  it,  viz.  That  meetings  be  appointed  once  every 
month,  to  be  denominated  ^Monitors  Meetings,  and  the  members 
being  divided  into  three  separate  classes,  to  attend  in  their 
respective  turns,  and  treat  them  with  nuts,  fruit  in  season,  or 


LANCASTERIAX  SCHOOLS  IN   PHILADELPHIA     U 

any  little  variety  those  on  appointment  may  think  proper;  to 
select  familiar  pieces  of  prose  or  poetry  to  read  to  them,  and 
occasionally  give  suitable  advice  respecting  their  conduct  in 
school ;  which  it  is  believed  may  prove  more  effectual,  in  such  a 
private  capacity  than  when  in  school  with  other  children." 

In  March  1810  these  meetings  were  discontinued  "not  ap- 
pearing productive  of  the  benefit  expected  and  the  Society  be- 
lieving that  their  use  has  been  in  part  superceded  by  the  in- 
troduction of  the  library." 

The  regulations  of  the  new  plan  of  instruction  which  were 
not  to  be  transcribed  on  the  minutes  until  a  trial  was  made,  do 
not  appear  until  under  date  of  7  of  12  month  1811.  They  are 
of  interest  as  showing  something  of  the  actual  working  of  a 
school  under  the  Lancasterian  plan: — 

Regulations  Adopted  by  the  Society  for  the  Free  Instruction 
of  Female  Children.  7  of  12  mo.  1811(27) 

"The  school  to  be  held  twice  every  day  except  on  the  after- 
noon of  the  7th,  to  consist  in  the  morning  of  the  1st,  5th,  6th 
and  8th  classes  and  in  the  afternoon  of  the  2nd.  3rd.  and  7th 
classei;  they  are  to  be  arranged  by  the  Teacher  according  to 
their  proficiency,  and  a  Monitor  placed  over  each  class  to  serve 
them  with  books  and  assist  the  teacher  when  she  may  have  oc- 
casion for  their  services. 

^The  1st  das'?  is  to  be  those  who  are  learning  their  letters, 
they  are  to  have  a  copy  placed  before  them  as  A  or  a  and  their 
sand  being  smoothed  by  the  monitor,  they  are  to  copy  the  let- 
ter; when  that  is  handsomely  made  another  is  to  be  placed  bo- 
/  fore  them,  and  so  on  until  the  whole  alphabet  is  learned'Jboth 
/   capilri!  and  small  letters,  are  now  to  be  printed  from  memory 
\  which  after  they  can  readily  do  they  are  to  pass  into  the  2nd 
\  class.     This  cla.ss  is  to  be  further  exercised  in  learning  the  al- 
phabet by  calling  them  up  and  pointing  to  the  letters  which 
are  s)is[)«'nded   before  them,   those  who  can   inform   what   are 
the  letters  pointed  to  are  to  take  the  place  of  those  who  cannot 
and  to  retain  the  place  in  the  class  which  they  have  thus  ac- 
quired. 

"The  second  class  is  to  be  taught  to  spell  by  printing  in  the 
Hand.  \  The  Monitor  is  to  spell  the  word  as  ab  etc.,  when  all 
have  nnishcd  it  iv  to  be  inspected  by  the  Monitor,  who  is  to 


,,  .ANCASTEHIAN  SCHOOLS  IN  PHILADELPHIA 

p„,.  ou.  ..  faults,  tue.  to  ^^l^^T^T::^ 
It  another,  anj  so  on  u.  .1  the>  ca^  P  ^  ^^^^^^^  ^^^^^^^  „j 
„f  one  syllablej  When  the.v  havej  _^.^^^  .^  ^^  ^.^^ 

words  they  are  to  r.se  m  a    lass  and  t  ^^^^^^  ^^^^^  ^^ 

the  same  words,  they  are  th»  *<- ^;P     ^^^^  g„„,  through  the 
each  other  as  in  1st  class,     v  ^^^^^  ^^^^^  ^^„ 

rtlel:r;  fir::-;"::ta"St  tL  nn.er.eal  letters, 

-^E^;::rsr:rx..-eo.e«^^ 

.amtness  of  their  ''"--3^'^^f  jif  uLs  L  verse  may  be 
::ro:nrthrh;tr:::erer%  .ne  at  a  t,n.e,  to  he  re. 

---tL:s:r;irdr=..s^.^^^^^ 

,  .  to  be  ta«,ht  them  in  *^ -;»;'•  P^  they  are  to  be  f«r- 

-Before  they  ean  wr.te  the.r  ^I«'''  «        '        .^^    j^.  the 

„..ed  .Hh  book,  as  soon  a«th.ar^e^eapa^^^^^^  is  to  .rite  it 

Monitor  .s  to  give  "'f  *^  J"'  'ui  ;,  eorrect,  then  give  out 
„„  her  slate,  and  see  that  the  ^V^^'^  to  rise  in  a  elass,  the 
another  as  before,  they  are  f^l^^^^Jl^,^,^  ^^ey  have  just 
Teaeher  to  give  out  the  words  to  them  w  ^^^^  ^^^^, 

written,  they  taking  precedency  »£;»*  °         Arithmetic, 
have  learned  their  Tables  they  a  e  *»  ^;*';^,  „„3t  be  taken 
•■Each  scholar  is  to  read  once  a  -J"',"^^'^  ^^^  that 

that  their  manner  of  standing^be  easy  and  becommg,  a 
their  books  be  held  properly.  ,,     j  j,  j^to  Misuse  in  a 

H  is  probable  •'>^"f  J  '^".f^  fj  fed  above  seventy  and 
,ehool  which  never  seems  to  haven  ^  ^^^^^^^  ^^^^^^ 

^.TVeirLrrnrfation^^^^^^^^ 
raf!^;=rsra:etro-=-— 

time  of  incorporation  m  1859. 


LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA     13 


CHAPTER  III. 

Philadelphia  Society  for  the  Establishment  and  Support  of 
Charity  Schools. 

In  the  winter  of  1799  (20:  Preface)  about  nine  young  men 
who  were  in  the  habit  of  meeting  together  in  the  evening  for 
social  conversation  conceived  the  idea  of  teaching  gratuitously 
the  children  of  the  poor.    There  is  a  traditional  connection  be- 
tween this  society  and  the  female  society  later  called  Aimwell. 
It  is  related  that  one  of  the  young  men,  William  Nekeris,  hav- 
ing come  late  one  evening  was  called  to  account  for  his  tardy 
appearance  and  explained  that  he  had  staid  to  witness  a  most 
praiseworthy  effort  by  some  benevolent  young  women  to  teach 
gratuitously  poor  girls  who  had  no  other  means  of  acquiring 
education.     He  said  that  their  undertaking  had  greatly  inter- 
ested him  and  he  could  not  help  thinking  that  it  would  be  more 
creditable  to  himself  and  friends  to  employ  their  leisure  in  the 
same  way  in  teaching  poor  boys,  than  to  spend  it  in  the  indul- 
gence of  merely  social  intercourse.    This  suggestion  appears  to 
have  been  the  first  seed  of  the  society  (9:21).     So  associating 
themselves  under  the  title  of  ''The  Philadelphia  Society  for  the 
Free  Instruction  of  Indigent  Boys,"  they  opened  a  night  school, 
in  which  they   alternately  officiated   in   weekly   classes.     The 
next  year  the  society  was  enlarged  and  the  calls  for  an  ex- 
;  tension  of  the  work  became  so  urgent  that  in  June  1801  it  was 
j  unanimously  decided  to  open  a  day  school,  although  it  would 
'  require  the  payment  of  one  dollar  a  month  by  each  member, 
most  of  wliom  were  apprentices,  clerks  and  young  men  just 
I  commencing  business.     About  this  time  the  eonstitution  of  th«* 
Society  was  framed  and  it  was  named  "The  Philadelphia  So- 
ciety for  the  I'iStablisluiient  and  Support  of  Charity  Schools." 
An  event  that  favored  the  purposes  of  the  Society  and  led  to 
its   incorporation   was  the  leaving  of  a   residuary  legacy     by 
Christopher  Ludwick  to  tiie  association  Hrst  iueorporated  t\>r 


14    LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA 

tlie  purpose  of  teaching  gratis  the  poor  in  the  city  of  Philadel- 
phia, the  districts  of  Southwark  and  the  Northern  Libertie-s. 
I  without  respect  to  the  country  or  religion  of  their  parents  or 
friends.  This  legacy  was  estimated  at  eight  thousand  dollars, 
and  its  magnitude  caused  the  Trustees  of  the  University  of 
Pennsylvania  to  desire  to  become  the  managers  of  this  fund, 
and  they  became  rivals  of  the  society  in  the  endeavor  to  be 
first  to  obtain  a  charter. 

After  obtaining  the  required  signatures  it  was  necessary 
that  the  instrument  be  transmitted  to  Lancaster,  Pa.,  and  re- 
corded in  the  Rolls  Office.  That  he  might  be  entirely  impartial 
Governor  McKean  delivered  the  two  deeds  to  the  agents  of  the 
rival  candidates  at  precisely  the  same  time.  Then  began  an 
exciting  race  to  Lancaster.  The  University  express  started 
first  on  horseback,  but  was  completely  distanced  before  accom- 
plishing his  first  stage,  by  Joseph  Bennett  Eves  who  travelled 
in  a  sulky.  But  Eves  was  unconscious  of  his  early  triumph 
and  kept  on  his  way,  performing  the  journey,  a  distance  of  six- 
ty-six miles,  in  the  short  space  of  seven  hours  (20:VI). 

Though  the  Society  thus  obtained  a  right  to  the  legacy 
it  was  not  received  until  nearly  five  years  afterward.  Mean- 
time they  had  rented  a  room  in  the  rear  of  the  Second  Presby- 

;  terian  Church,  then  at  the  northwest  corner  of  Third  and  Arch 

j  streets  (9:22).  In  1803  it  was  determined  to  erect  a  building 
and  a  numerous  committee  was  appointed  to  collect  subscrip- 
tions. Dr.  Benjamin  Rush,  then  a  member  of  the  Society  wrote 
an  Address  to  the  Citizens.  Two  thousand  eight  hundred  dol- 
lars were  immediately  subscribed,  a  lot  purchased,  and  a  two- 

\  storied  brick  building  erected  in  Walnut  Street  above  Sixth 
(20:VII).  This  building  was  completely  finished  and  fitted  up 
by  the  close  of  1804.    The  number  of  scholars  at  this  time  was 

j  sixty.  They  were  under  the  care  of  Thomas  Walter,  who  was 
appointed  teacher  in  1802,  and  was  still  in  the  employ  of  the 
Society  as  superintendent  of  the  Boj^s'  Department  in  1829 
(3:4). 

The  number  of  scholars  gradually  increased  until  in  1809 
there  were  two  hundred  and  seventy-eight  under  the  care  of 
the  principal  and  an  assistant  whom  it  had  been  necessary  to 

\  employ.     A  school  for  Girls  was  established  in  1811,  and  a  li- 


LANCASTERIAN  SCHOOLS  IN   PHILADELPHIA     15 

brary  of  four  hundred  volumes  was  procured  in  1814.  Cloth- 
ing was  provided  for  children  needing  it  and  parents  were  as- 
sisted in  procuring  places  for  those  completing  their  education 
(20:VH). 

About  the  close  of  the  year  1816  a  donation  of  four  thous- 
and dollars  from  the  executors  of  the  estate  of  Robert  Mont- 
gomery was  made  with  the  restriction  that  three  tliousaud  be 
applied  to  the  education  of  poor  children  in  the  district  of 
Southwark.  This  had  been  a  favorite  object  with  the  Society 
for  some  time,  and  accordingly  two  schools  were  opened  on  the 
Lancasterian  system,  though  the  funds  of  the  Society  were 
uot  adequate  to  their  full  support (20:8).  The  Society  submitted 
a  proposition  to  the  County  Commissioners  to  receive  into 
these  schools  a  limited  number  of  pupils  at  the  rate  of  six  dol- 
lars per  annum,  including  books,  stationery,  etc.  Since  this 
was  but  little  more  than  half  the  sum  paid  by  the  public  in 
other  schools,  the  offer  was  immediately  accepted  (20:IX). 
\Within  a  year  these  Southwark  schools  had  three  liuudred  pu- 
pils, but  the  next  year,  1818,  the  law  for  the  education  of  poor 
children  in  the  city  and  county  of  Philadelphia  went  into  effect 
and  it  was  deemed  expedient  to  close  the  schools  in  Southwark 
(9). 

The  report  of  1817  claims  that  about  three  thousand  chil- 
dren had  been  admitted  to  all  the  schools  since  their  founding. 
It  also  sets  forth  that  the  Society  is  po.ssessed  of  the  school- 
liouse  and  lot  in  Walnut  Street,  a  lot  of  grouud  in  Kensington, 
the  gift  of  John  Dickinson,  Esq.,  of  Wilmington,  Delaware,  and 
(■apital  Stock  to  the  amount  of  eighteen  thousand  dollars 
(20:IX). 

Concerning  the  introduction  of  the  Lancasterian  system 
the  report  says  that  in  181.'^  it  was  introduced  into  the  Girls' 
School  by  a  lady  who  had  acquired  a  knowledge  of  it  in  Mr. 
Quid's  school  at  Georgetown  (20 :X).  There  seems  to  be  some 
reason,  however,  for  believing  that  its  introduction  was  even 
earlier,  for  in  the  sketch  of  the  Adelphi  Society,  already  re- 
ferred to,  which  was  published  in  1810.  that  Society  is  reported 
as  learning  "with  real  satisf.Mction  that  the  respectable  Insti- 
tuition  in  Walnut  Street  has  in  part  adopted  the  new  system;" 
and  in  his  address  before  the  Free  School  Society  of  New  York 


16     LANCASTER! AX  SCHOOLS  IN   PHILADELPmA 

in  December  1809.  De  Witt  Clinton  after  his  reference  to  the 
Adelphi  Society,  speaks  of  the  Philadelphia  Free  School 
Society  an  old  and  respectable  institution,  which  has  adopted 
the  Lancasterian  system  also  in  consequence  of  a  visit  made  to 
New  York  by  a  deputation  from  Philadelphia"  (8:324).  The 
only  Free  School  Society  existing  in  Philadelphia  at  this 
time  seems  to  have  been  the  Society  for  the  Support  of  Charity 
Schools.  Be  that  as  it  may,  there  is  no  uncertainty  in  this  re- 
spectable Institution's  praise  of  the  system.  This  is  very  ap- 
parent in  the  folloAving  advertisement  which  appeared  (6)  Au- 
gust 21,  1817:— 

IN  THE  PRESS 

And  will  be  published  in  a  few  days. 
By  Benjamin  Warner,  No.  147  Higfh  Street 

( For  the  Philadelphia  Society 

For  the  Establishment  and  Support 

Of  Charity  Schools) 

A      MANUAL 

of  the 

System  of  Teaching: 

Reading:,  Writing:,  Arithmetic,  and  Needle-Work 

In  the  Elementary  Schools  of  the  British 

and  Foreig:n  School  Society 

Also 

LESSONS 
Adapted  to  the  Lancosterian  System  of  Education. 

VWhen  the  rapid  increase  of  our  population  is  compared 
with  the  means  of  procuring  Education,  it  is  much  to  be  feared, 
that  at  no  distant  period,  a  large  proportion  of  the  people,  in 
many  sections  of  the  United  States,  will  be  destitute  of  this 
important  blessing,  unless  private  benevolence  or  public  provi- 
sion should  apply  the  reniedyj  The  Lancasterian  System  as 
detailed  in  the  above  Manual,  presents  the  best  mode  yet  dis- 
covered of  spreading  the  benefits  of  Education,  either  in  the 


LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA     17 

hands  of  individual  Tutors  or  School  Societies:  under  these 
impressions,  the  Philadelphia  Society  believe  they  eamiot  bet- 
ter fulfill  the  purpose  of  tlieir  Association,  than  by  extending 
the  knowlcdg:e  of  the  System,  and  offering  the  means  which 
the  Lessons  afford  of  carrying  it  into  complete  operation. 

The  views  of  the  Society,  however,  in  their  publication, 
are  not  confined  to  Charity  Schools:  every  citizen  is  interested, 
because  the  eft'ects  of  the  general  introduction  of  this  System 
will  be  the  same  as  the  creation  or  gift  of  a  vast  capital  to  be 
expended  in  Education :  Its  economy  brings  it  within  reach 
of  the  poor  man's  means;  and  to  parents  in  moderate  circum- 
stances it  will  prove  a  saving  of  money,  as  well  as  a  saving  ol: 
time  to  their  children.  Nor  are  the  most  wealthy  above  the 
uenehts  which  v.ill  tiow  from  the  general  introduction  of  this 
System;  its  morality  and  the  peculiar  and  happy  fitness  of  all 
its  details,  to  the  capacities  and  feelings  of  children,  no  less 
than  its  economy,  entitle  it  to  the  approbation  and  support 
of  every  one  who  is  interested  in  the  welfare  of  the  rising  gen- 
eration. 
August  21. 


On  October  ];3th  the  announcement  was  made  that  the  booJv 
was  ready.  In  a  prefatory  address  "To  the  Public"  recount- 
ing most  of  the  facts  of  the  Society's  history  already  given, 
there  occur  also  some  very  strong  words  of  endorsement  foi 
the  Laneasteriau  System.  It  is  stated  that  so  manifest  liavi- 
been  the  advantages  of  "that  excellent  system,  that  the  Soci- 
ety feel  bound  from  considerations  of  public  good,  to  bear  the 
most  decided  testiniDuy  in  its  favor."  It  is  for  this  reason 
that  they  are  impelled  to  put  out  this  First  American  Edition 
of  the  ^lanual  of  the  British  and  Foreign  School  Society,  "to 
Tamil iari/e  tlie  reader  with  the  elementary  i)rinciples  of  a  Sys- 
tem, which,  l)y  force  of  its  own  merits  is  extending  itself  all 
over  Eiiropc"  (20 :X).  Ft  is  stated  "with  tlie  proper  use  of 
the  Lancasterian  System,  (uie  halt'  of  the  money  expended  in 
the  education  of  eliihlren  would  not  only  mure  elTectnally  an- 
swer the  end  intended  by  their  parents  and  ^niardians.  but 
would  be  nuich  more  benelicial  to  the  community  at  large.  Our 


m   LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA 


government  being  free  in  its  principles,  opposed  in  its  genius 
to  all  distinctions  in  society  but  those  of  virtue  and  talents, 
and  particularly  dependent  on  the  good  disposition  of  the  ma- 
jority, who  under  all  governments,  not  popular,  are  considered 
in  the  light  of  serfs  or  menials,  has  a  great  interest  in  the  pro- 
motion of  the  Lancasterian  System  of  Education.  It  is  so  ca- 
pacious as  to  embrace  the  greatest  umnber.  A  thousand  may 
be  educated  in  one  school.  All  the  children  of  a  village  or 
neighborhood  may  meet  together  on  the  same  footing,  be  dis- 
ciplined by  the  same  ruler,  inspired  by  the  emulation,  influenc- 
ed by  the  same  motives,  taught  by  the  same  lessons,  impressed 
with  the  same  moral  sentiments,  and  be  fitted  for  life  on  an 
equality  that  no  other  system  can  afford"  (20:XI).  After 
this,  one  is  hardly  prepared  for  the  statement,  "These  are  not 
tlie  suggestions  of  enthusiasm,"  even  though  fortified  by  the 
additional  statement  that  the  system  has  been  established  long 
enough  in  England  to  develop  all  the  advantages  ascribed  to 
it.  Certainly  one  cannot  deny  to  enthusiasm  responsibility  for 
the  closing  words  of  this  preface  relative  to  the  System — "The 
t  Lancasterian  System  seems  to  be  a  branch  of  that  wonderful 
providence  w^hich  is  destined  to  usher  in  the  millennial  day. 
It  is  calculated  to  teach  nations  in  the  shortest  period,  and 
prepare  them  for  the  reception  of  truth,  the  word  of  truth." 
This  Address  to  the  Public,  prefatory  to  the  Lancasterian 
Manual  contains  more  however,  than  a  resume  of  the  past  and 
a  laudation  of  Lancaster's  system.  It  forecasts  in  a  measure 
the  school  future.  After  showing  that  people  will  not  heartily 
patroni/e  schools  which  place  upon  them  and  their  children 
the  stigma  of  pauperism,  especially  in  the  country  districts,  it 
is  said:  "These  dispositions  of  the  people  may  be  improved 
to  the  best  advantage,  by  the  Legislature,  in  place  of  Charity 
Schools,  esta1)lishing  Public  Schools  for  the  education  of  all 
children,  the  offspring  of  the  rich  and  poor.  These  schools 
ought  to  be  at  the  public  cost,  to  be  defrayed  by  a  specific  tax, 
which  in  the  end,  would  in  no  respect  increase  the  public  bur- 
thens; for  that  money  usually  spent  in  partial  education,  would 
support  a  Lancasterian  school  sufficient  to  teach  all  the  children 
of  a  parish  or  neighborhood.  Great  advantage  would  naturally 
flow  from  siu'li  a  schonu'.     It  is  to  be  feared  that  manv  of  the 


LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA     19 

teachers  in  our  cities  and  country  are  not  qualified  to  teaeli. 
They  do  real  injury;  but  unfortunately  the  least  qualified  are 
generally  the  most  successful,  not  in  teaching,  for  they  are  un- 
qualified, but  in  obtaining  a  livelihood.  They  resort  to  tlie 
policy  of  working  low,  or  accommodating  themselves  to  the 
necessity  or  penury  of  their  employers.  The  Lancasterian  sys- 
tem would  remedy  this  evil,  because  it  enables  a  teacher  to 
instruct  a  thousand  at  a  much  cheaper  rate.  On  the  old  plan 
thirty  pretenders  would  be  supported  in  the  abuse  of  the  mor- 
als or  intellect  of  the  same  number."  (20:XI).  That  the  So- 
ciety took  more  than  a  passive  interest  in  the  passage  of  such 
a  law  as  suggested  above,  is  shown  in  the  historical  sketch  of 
the  Society  published  in  I860.  In  that  sketch  occurs  this  state- 
ment: "At  the  beginning  of  the  present  century  this  school 
was  the  only  one  in  wiiicli  instruction  was  freely  imparted  re- 
gardless of  the  birthplace  or  religion  of  its  pupils — and  it  is 
worthy  of  note  that  among  its  most  zealous  supporters  were  the 
originators  and  active  promoters  of  the  present  public  schools. 
The  Society  may  feel  a  glow  of  exultation  at  the  fact  that  it 
was  within  the  walls  of  its  school-room,  and  by  its  members 
in  connection  with  other  philanthropists  that  the  law  passed 
in  1818,  establishing  the  Common  School  System  in  Philadel- 
phia was  devised  and  drafted"  (9:26). 

Notwithstanding  the  fact  that  the  members  of  the  Society 
were  thus  active  in  framing  the  new  law,  and  the  further  fact 
that  after  its  i)assage  contributions  to  their  funds  dropped  off. 
because  with  the  multiplication  of  public  schools,  it  was  argu- 
ed that  there  was  no  need  for  further  support  of  the  Institu- 
tion, yet  this  Society  did  not  close  its  school  as  did  the  Adel- 
phi  Society.  It  was  felt  that  the  Society  was  ''nojie  the  lew 
bound  to  hold  steadily  on  its  way,  dispensing  such  good  as  it 
may  by  the  judicious  administration  of  the  funds  (Mitrusted  to 
it  for  the  purpose  of  gratuitious  education."  This  it  continued 
to  do  for  nearly  a  century.  Edmonds  (.S6:12)  says  that  in 
1894  the  Society  transferred  its  property  to  the  Hoard  of  Pub- 
lic Education  and  disl)aii(it'(l,  l)nt  \ho.  Society  is  still  in  exis- 
tence under  the  iiaiiic  of'-Tlic  Liidwick  Institute,"  wliich  name 
it  took  on  Miirch  4,  1872.  and  uses  its  income  to  pnu'ide  a  se- 
ries of  annual  "Ludwick  Lectures"  at  the  Academv  of  Natural 


20    LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA 

Sciences.  For  this  information  I  am  indebted  to  Thomas  D. 
Simpson,  Secretary  of  the  Institute.  The  statement  of  Mr.  Ed- 
monds is  doubtless  based  upon  a  circumstance  connected  with 
the  Beck  School.  This  school  building  and  lot  were  deeded 
to  the  Society  by  Paul  Beck,  Jr.  about  1835  (3:1-6-1835).  For 
want  of  funds  the  Society  did  not  use  the  building  immediate- 
ly, but  with  the  consent  of  Mr.  Beck  rented  it  to  the  Control- 
lers of  the  Public  Schools  (3:1836-1842).  In  1859  the  Society 
took  the  building  for  their  own  use  having  moved  their  school 
from  Walnut  street,  (3:1859)  ;  but  on  May  first,  1895,  having 
for  financial  reasons  discontinued  their  school,  they  rented  it 
again  to  the  Board  of  Public  Education  which  still  continues 
to  use  it  (22-1895). 

While  the  new  law  of  1818  did  not  cause  the  Society  to 

1"  d.bandon  its  school,  it  nevertheless  caused  it  to  change  the 
1  character  of  its  work  and  this  led  directly  to  the  discontinuance 
I  of  the  Lancasterian  system  of  instruction.  Conceding  that  the 
public  schools  were  well  caring  for  the  elementary  education 
of  the  poor,  it  became  a  question  whether  the  funds  entrusted 
to  the  management  of  the  Society  could  not  be  more  usefully 
applied  by  imparting  instruction  in  the  higher  branches  of 
learning  "to  such  of  the  class  for  which  they  were  designed,  as 
might  possess  talents  and  a  disposition  to  pursue  those  stu- 
dies." The  committee  appointed  reported  favorably  to  the  ad- 
option of  a  new  and  more  elaborate  course  of  instruction,  and 
al>:;o  recommended  that  the  monitorial  system  be  discontinued 
"as  unsuited  to  that  recommended  by  them."'  This  report  was 
adopted  in  the  latter  part  of  the  yeav  1836  (3:1837),  and  in 
the  next  report  under  date  of  December  29,  1837,  it  is  stated 
that  the  advantages  anticipated  by  the  change  have  been  fully 
realized.  In  the  same  report  there  is  embodied  a  report  from 
the  teacher  of  the  Boys'  School  and  one  from  the  teacher  of  the 
Girls'  School.  The  first  remarks  an  increasing  disposition  on 
the  part  of  the  parents  to  continue  their  children  at  school 
which  he  attributes  to  the  greater  advantages  offered  by  the 
present  system  over  the  monitorial,  inasmuch  as  the  course  is 
no  longer  limited  to  three  R's  but  most  of  the  useful  branches 
of  an  English  education  are  already  introduced.  Besides,  every 
scholar  now  comes  immediately  under  the  influence  of  his  teach- 


LANCASTERIAN  SCHOOLS  IX  PHILADELPHIA    21 

ers  in  all  his  studies  and  receives  their  personal  attention  in  ev- 
ery department,  thus  securing  accurate  instruction  which  was 
not  possible  under  the  former  system.  The  teacher  of  the 
Girls'  school  makes  a  similar  report,  saying  that  the  alteration  in 
the  system  of  instruction  proves  in  the  highest  degree  beneficial 
to  the  scholars,  producing  a  more  regular  attendance  and  more 
satisfactory  improvement  than  formerly.  Thus  the  Society 
says  farewell  to  its  much  lauded  millennium-producing  system 
of  education  (3:1838). 

It  is  to  be  noted  that  two  years  previous  to  the  formal 
renunciation  of  the  system  a  move  had  been  made  in  that  di- 
rection in  the  Boys'  School  when  an  assistant  teacher  was  em- 
ployed to  take  charge  of  the  boys  in  the  primary  classes  while 
the  time  of  the  principal  teacher  was  given  to  the  more  ad- 
vanced pupils.  Though  the  primary  school  was  still  conducted 
on  the  monitorial  plan,  the  first  step  had  been  taken  toward 
giving  up  this  once  highly  praised  educational  panacea 
(3:1834). 

"We  have  left  to  us  however  a  picture  of  the  school  before 
these  changes  came  to  it.  In  the  Annual  Report  dated  1829 
is  a  description  of  the  work  of  the  Boys'  School  under  Thom- 
as Walter,  which  gives  us  a  glimpse  into  the  heart  and  method 
of  the  school  while  still  conducted  on  the  monitorial  plan.  The 
first  exercise  of  the  day  was  writing  from  dictation.  "After  a 
short  time  thus  occupied  the  scholars  leave  their  seats  and  ar- 
range themselves  around  the  room,  in  cla.sses,  of  not  more  than 
nine  each,  standing  in  semicircles  for  the  purpose  of  reading. 
The  lessons  used  by  all  except  the  eight  higher  classes  are 
j>riiit('(l  in  large  type,  and  pasted  upon  boards,  which  are  hung 
on  the  wall :  the  upper-classes  read  in  books.  The  boys  are  class- 
ed accortling  to  their  proficiency  :th('  whole  school  being  divided 
into  twenty-three  reading  dassc^s;  and  twice  in  a  month  at  ri'g- 
iilar  periods  such  changes  are  made  as  the  i)rogress  of  th(^  pu- 
]>ils  ro(|nires.  So  that  every  class  consists  of  childrm  equal 
in  attainment  or  very  nearly  equal;  a  boy  of  quick  parts  is  not 
retarded  by  others  of  less  mental  activity,  nor  is  a  boy  of  slow 
mind  hurried  on  too  rapidly.  Each  of  tliese  small  divisions  is 
committed  to  the  care  of  a  monitor,  selected  by  the  master,  un- 
der whose  superintendence  the  operations  of  all  are  conducted. 


22    LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA 

When  the  reading  has  been  conducted  for  a  suitable  time,  the 
scholars  return  to  their  seats  and  the  greater  part  commence 
ciphering.  The  younger  boys  who  have  not  begun  to  learn 
arithmetic  write  upon  slates  in  large  hand  from  copies.  There 
are  twelve  ciphering  classes,  each  having  a  monitor.  The  head 
of  the  class  dictates  the  question  to  be  solved  and  each  boy, 
vvhen  he  thinks  he  has  found  the  answer  shows  his  calculation 
to  the  monitor.  Twenty  of  the  boys  who  are  further  advanced 
than  the  rest,  cipher  separately ;  some  of  these  learn  algebra 
and  the  elements  of  geometry.  While  most  of  the  scholars  are 
engaged  in  arithmetic,  or  in  writing  on  slates,  a  part,  consist- 
ing of  about  twenty-four  write  in  copy  books.  These  cipher 
at  another  time;  the  school  being  divided  into  writing  classes. 
which  follow  one  another  in  succession,  beginning  with  the 
best  writers.  Thus  each  boy  who  writes  on  paper  finishes  two 
or  three  eox^ies  in  a  week,  and  the  improvement  appears  to 
be  as  great  as  it  is  in  schools  where  every  boy  writes  a  copy 
daily. 

From  an  hour  and  a  half  to  tAvo  hours  having  been  occu- 
pied in  this  manner,  the  reading  is  resumed  and  continues  un- 
til the  dismission  of  the  school.  Forty  of  the  boys  have  ad- 
vanced beyond  the  Rule  of  Three,  and  about  one-half  of  these 
are  much  further  forward.  Upwards  of  seventy  have  gone 
through  the  four  fundamental  rules.  Once  every  week  the  ci- 
l)h('ring  classes  are  arranged  around  the  room,  and  the  im- 
provement of  the  scholars  is  noted."  (3:1829:4:). 

According  to  the  report  this  school  contained  255  boys, 
and  it  manifests  the  dominant  features  of  the  system — monito- 
rial instruction  and  almost  exclusive  emphasis  upon  the  three 

R'8. 


LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA     23 


CHAPTER  IV. 

Individual  Private  Teachers. 

Wickersham  in  his  History  of  Education  in  Pennsylvania 
says  that  James  Edwards  opened  a  school  in  1817  in  Phila- 
delphia and  claimed  to  be  the  only  teacher  in  the  city  who  had 
received  a  certificate  of  competency  from  Lancaster  (42:824). 
There  are  several  inaccuracies  in  the  statement,  but  it  hints 
at  an  interesting  phase  of  school  development  just  prior  to 
the  enactment  of  the  law  of  1818.  Wickersham 's  statement, 
and  one  by  Edmonds  to  the  effect  that  Lancasterian  Schools 
were  opened  in  1817  by  James  Edwards,  John  D.  "Weston,  Abel 
S.  Trood  and  Edward  Baker  (36:16),  seem  to  be  based  upon 
similar  but  inaccurate  statements  in  Scharf  and  Westcott's 
History  of  Philadelphia,  which  was  compiled  from  the  earlier 
History  bj'  Westcott.  In  volume  lof  Scharf  and  Westcott  oc- 
curs a  statement  relative  to  this  matter  in  which  there  is 
scarcely  a  sentence  which  is  not  inaccurate,  to  say  the  least, 
either  by  implication  or  direct  statement:  "James  Edwards 
who  had  established  himself  in  the  city  in  1817,  claimed  to  be 
the  only  certified  teacher  from  Josei)h  Lancaster  in  Philadel- 
phia. Edward  Baker  in  January  (1818)  delivered  a  lecture  on 
the  Lancasterian  system.  Edwards  came  out  shortly  after- 
wards with  a  long  statement,  claiming  his  position  as  the  only 
teacher  of  the  real  and  true  Lancasterian  system,  which  he 
followed  strictly  'excepting  such  corporeal  punishments  as  arc 
not  permitted  by  the  laws  of  the  country.'  In  a  subsecpicnt  ad- 
vertisement Edwards  admitted  that  he  never  had  learned  tlie 
system  from  Lancaster,  in  fact  liad  never  seen  that  person,  but 
had  obtained  his  knowh'dge  in  Canada  from  William  Seott. 
who  was  one  of  Lancaster's  pupils"  (39:1:593).  Now  the  facts 
are.  this  t(>aeher's  name  was  Edward,  not  Edwards,  aiid  he  h;id 
established  himself  in  the  city  in  1816  and  not  in  1817 
(6:8-27-1816).     It  is  true  that  Baker  delivered  a  lecture  upon 


24    LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA 

the  subject  on  January  7,  1818,  and  after  this  the  statement  re- 
ferred to  was  issued,  but  this  was  neither  Baker's  first  appear- 
ance nor  the  first  clash  between  him  and  Edward.  Westcott 
indeed  says  that  Baker  set  up  a  Lancasterian  school  at  48  S. 
Fifth  street  in  December  (41:IV:481),  but  it  was  as  early  as 
November  15.  1817,  that  he  had  announced  the  organization  of 
"The  Real  Lancasterian  School,"  (26:11-15-1817),  and  in  De- 
cember 8,  1817,  "having  been  slandered  and  grossly  misrepre- 
sented by  a  pretended  Lancasterian  Teacher,  named  Edward" 
ho  had  published  a  number  of  testimonials  favorable  to  him- 
^p]f.  and  a  statement  against  Edward  (6:12-8-1817).  to  which 
the  latter  replied  with  an  array  of  opp''>sing  testimony  on  Dec. 
31.  1817.  (6:12-31-1817).  It  was  as  early  as  this,  not  in  a  sub- 
spquent  advertisement,  that  EdAvard  admitted  not  having  been 
a  personal  pupil  of  Lancaster,  but  having  learned  the  system 
from  William  Scott,  not  in  Canada,  but  in  Dundee,  Scotland. 

Scharf  and  Westcott  continue:  "Baker  claimed  to  have 
organized  the  Lancasterian  school  in  New  York."  "Mr.  Cul- 
]en  lectured  upon  the  system  in  the  Lancasterian  High  School 
in  January."  "Mrs.  Baker  opened  a  Lancasterian  school  for 
girls  at  48  S.  Fifth  street  in  March.  John  B.  Weston  opened  a 
new  Model  School  at  No.  7  Pear  street  in  June,"  (39:1  :594). 

It  is  difficult  to  see  how  Baker  could  have  claimed  to  have 
introdiiced  the  system  into  New  York  when  the  Free  School  So- 
f'iety  which  employed  him  had  introduced  it  there  at  least  ten 
years  previous  to  his  employment  (35:9).  All  his  testimonials 
claim  is  that  he  had  introduced  improvements  in  the  system. 
Mr.  Cullen  did  indeed  lecture  at  Edward's  Hieh  School  in  Jan- 
uary.— and  in  February  and  March  as  well,  if  the  announced 
plan  was  carried  out.  hut  it  was  upon  chemistry  and  not  upon 
"the  system"  that  this  "pupil  of  one  of  the  best  chemists  in 
Europe"  lectured  (26:12-22-1817).  It  is  also  true  that  Mrs. 
Baker  opened  a  school  for  girls  in  INIarch,  1818.  but  it  was  not 
the  first  Tiancasterian  pay  school  for  srirls  as  is  the  implication, 
for  James  Edward  in  response  to  a  demand  had  opened  one  in 
.\nril,  1817  r6:4-2-1817V  John  D.  Weston's  "New  Model 
Sehool"  was  nothincr  more  or  less  than  a  proposed  Sunday 
School.    He  announced  on  June  12.  1818.  in  Poulson's  Advertis- 


LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA     25 

er  that  he  would  open  his  school  room  "for  gratuitous  iiistrue- 
tion  in  Reading  and  Writing,  on  Sundays  or  First  days,  as 
soon  as  there  are  funds  and  Teachers  sufficient  to  warrant  the 
undertaking."  It  is  probable  however  that  this  "New  I\Tod- 
el'd  School "  as  he  called  it,  never  opened,  since  on  August  first 
he  says  that  inasmuch  as  his  offer  of  the  rooms  was  not  accept- 
ed he  "presumes  no  such  institutions  are  wanted  here  at  pres- 
ent," and  renew's  the  offer  if  they  should  be  wanted  later 
(6  :>^-l-1818).  Thus  it  is  evident  that  a  more  accurate  setting 
forth  of  this  period  of  Lancasterian  activit}'  is  needed,  and 
such  it  is  hoped  this  may  prove  to  be. 

James  Edw^ard  appeared  in  Philadelphia  in  1816.  and  an- 
nounced on  September  26tli  that  the  "Complete  Lancasterian 
School"  was  open  for  the  tuition  of  Boys  in  Orthography. 
Reading,  Writing  and  Arithmetic  at  No.  5  Pear  street.  An 
evening  school  was  also  announced  to  open  October  first.  The 
announcement  said:  "The  teacher  was  taught  the  system  in 
Great  Britain  and  has  introduced  it  into  Canada"  (6:9-27- 
1816).  On  December  21st  he  announced  that  he  had  an  assist- 
ant and  could  now  devote  part  of  his  time  to  a  class  in  the 
Mathematics  (6).  In  response  to  numerous  applications  he 
announced  oti  January  10  1817  that  he  was  fitting  up  a  Fe- 
male Lanr-asterian  School,  "for  which  a  female  teacher,  mos- 
sessinc  the  requisite  talents  will  be  completely  (|ualifioc1 ;  and 
that  it  may  be  conducted  with  strict  propriety,  tho  (Miterin? 
arul  retiring  of  the  two  schools  will  differ  half  an  luuir,  both 
morning  and  afternoon,  by  which  J.  Edward  will  be  able  to 
spend  an  hour  per  day  in  the  superintendence  of  the  female  de- 
partment" (6).  On  April  second  it  was  announced  that  this 
Female  School  was  open  (6).  Three  days  later  Edward  an- 
nounced a  gratuitous  lecture  "elucidating  the  principles  of  the 
Lancasterian  system  and  endeavoring  to  show  ll\e  peculiar 
advantages  derived  by  the  pupils  who  are  tauirht  thereby" 
'?6).  On  August  26th  the  public  are  notified  that  "The  Com- 
plete Lancasterian  School  for  Both  Sexes"  will  open  on  "the 
first  of  the  ninth  month"  at  No.  5  Pear  street,  and  that  feneh- 
e'"j  will  be  "riualified  erratuitously  as  usual"  (6).  The  school 
nnist  have  been  well  patronized,  for  on  September  2;'»th  Edward 


26     LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA 

announced  that  having  placed  additional  tables  in  his  room  he 
f'onld  accommodate  a  few  more  pupils  but  it  would  be  neces- 
sary to  make  early  application  (6). 

The  results  of  Edward's  work  the  preceding  year  were 
already  manifest  in  the  establishment  of  schools  by  a  number 
of  his  pupils.  On  March  24,  1817,  Jonathan  D.  Ayres,  publisli- 
ed  a  statement  that  on  March  31st  he  would  open  a  school  at 
No.  1621/2  North  Third  Street,  and  accompanied  it  by  a  certifi- 
cate of  efficiency  from  Edward  (6). 

On  Ay)ril  29th  J.  Verdries  announced  the  opening  of  a  "Se- 
lect Lancasterian  School"  at  the  N.  E.  Corner  of  Race  and 
Chester  Streets  (6).  Verdries  was  an  Edward  student  who  for 
some  reason  had  left  the  school  before  his  time  was  up.  In 
a  newspaper  "Notice"  on  March  4th  he  informs  his  fellow 
citizens  that  it  was  for  just  cause  "well  known  to  a  large  num- 
ber of  the  inhabitants  of  this  city"  (33).  The  next  day  James 
Edward  advertises  Verdries  to  the  public  as  one  who  had  brok- 
en his  contract,  and  being  without  proper  certificates,  an  im- 
postor (33).  Nevertheless  Verdries  seems  not  to  have  been 
much  hindered  in  his  work  since  he  announces  the  next  De- 
cember (20th)  that  he  has  employed  an  additional  teacher  for 
the  Select  Lancasterian  School  (6). 

On  the  twenty-fourth  day  of  June,  1817,  A.  S.  Trood,  an- 
other pupil  of  Edward  announces  a  Lancasterian  School  at  No. 
5  Apple-tree  Alley.  He  sets  forth  in  his  advertisement  that  he 
has  taught  a  considerable  time  in  Europe,  and  a  short  time 
in  New  York,  on  the  old  system,  and  finally  having  acquired 
"a  practical  knowledge  of  the  Lancasterian  system  of  Mr. 
James  Edward  of  this  city,  hopes  by  prompt  attention  to  the 
pupils  that  are  intrusted  to  his  care  to  merit  patronage  of  the 
public."  lie  also  appends  an  Edward  certificate  and  a  testi- 
monial of  his  work  in  New  York  (26).  In  the  following  Sep- 
tember (9th)  he  advertises  his  school  again  under  the  title 
of  " Trood 's  Lancasterian  Academy"  (26). 
:  On  July  19,   1817,  a  female  pupil  of  Edward,  Mary  M. 

I  Archer,  announced  the  opening  of  her  "Complete  Lancasterian 
\  School"  at  162y2  North  Third  street,  evidently  in  conjunction 
with  the  Ayres  School  already  opened  at  the  same  place.     She 


LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA     27 

further  announced  that  "Young  Ladies  wishing  to  acquire  a 
knowledge  of  this  beautiful  system  of  teaching  celebrated  by 
the  enlightened  of  every  country  where  it  is  known;  neither 
have  the  philanthropic  of  this  city  been  insensible  of  its  value — 
those  that  come  forward  well  recommended,  shall  be  tau^rht 
t}\e  system  gratuitously"  (6).  On  October  second  she  announc- 
es a  provision  for  needle-work  in  the  school  and  her  intention 
to  provide  a  special  room  for  it  that  it  may  be  brought  "within 
the  order  of  the  system"  (6). 

Thus  the  influence  of  Edward  and  his  work  seemed  to  be 
undisputed  until  November  1817,  when  Edward  Baker  arrived 
on  the  scene  with  the  announcement  of  a  school 
whose  very  name  seemed  at  once  a  protest  and  a 
challenge — "The  Real  Lancasterian  School."  Baker  claimed 
to  have  been  taught  the  system  by  Joseph  Lancaster  (26:11-15- 
1817).  and  had  a  certificate  from  the  Secretary  of  the  British 
and  Foreign  School  Society  to  the  effect  that  he  had  pra^^tieed 
it  satisfactorily  for  several  years.  ])resumably  in  England.  ITe 
carried  also  testimonials  from  De  Witt  Clinton  and  John  Gris- 
com  of  New  York  City  where  he  had  taught  and  also  from 
thirty-five  of  his  patrons  in  Troy,  New  York  where  he  seems 
t(^  have  been  teaching  in  tlie  spring  of  1817  ffirl 2-8-1 817). 
Along  with  his  first  Philadelphia  advertisement  however,  he 
placed  but  one  testimonial,  and  that  was  from  Benjamin  Shaw. 
a  member  of  the  British  and  Foreign  School  Committee  who  in 
1815  had  gone  to  Paris  to  introduce  the  system  into  France 
but  had  now  for  some  time  made  his  home  in  Philadelpliia. 
Shaw  had  publi.shed  several  months  before  an  address  "To  the 
T*hiladelphia  Society  for  Promoting  Public  Economy,  and  the 
Citizens  of  Pennsylvfinin."  This  address  appeared  in  four 
pnrts.  the  first  instalment  on  May  20.  1817.  the  fourth  on  July 
lOtli.  in  the  columns  of  t)ie  Aurora  Oeneral  Advertisc^r.  Tho 
aim  of  this  address  was  to  impress  the  advantages  of  the  I^nr- 
casterian  system,  especially  its  economy.  Shaw  demonstrates 
that  there  could  be  a  saving  of  $16,000  in  the  educationnl  ex- 
penditure of  the  city  and  Northern  Liberties.  Tie  quotes  J 
^'»)Ish  in  the  American  Register  as  sayiner  that  be  had  found 
H  Tiancasterian  school  of  400  at  Cincinnati  and  "conaidernMr» 


28    LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA 

schools  of  the  kind"  at  Lexington  and  Louisville,  and  says 
that  "Mr.  Paul  Beck  convinced  of  its  great  utility  is  about 
building  a  public  school  at  his  own  expense."  The  possible 
application  of  this  system  of  instruction  even  to  the  higher 
studies  he  shows  by  reference  to  the  work  of  James  Pillans 
in  the  Edinburgh  High  School,  and  makes  extended  reference 
to  its  national  establishment  in  France  Avhich  vv^as  secured  from 
Napoleon  in  1815  (6). 

Baker,  probably  because  of  his  endorsement  by  the  Brit- 
ish and  Foreign  School  Society  of  which  Shaw  was  a  member, 
had  little  difficulty  in  securing  the  latter 's  endorsement,  for 
Shaw  refers  to  Baker  as  "the  only  Teacher  I  have  met  with 
in  America  certificated  by  the  British  and  Foreign  School  Com- 
mittee of  which  I  am  a  member."  He  does  indeed  declare  that 
Baker  was  the  pupil  of  Joseph  Lancaster,  but  he  no  doubt 
counted  the  other  qualifications  as  equally  important.  It  is 
quite  certain  too,  that  the  "large  room"  (26:11-15-1817)  in 
which  Baker  opened  his  school  at  48  South  Fifth  street  was 
the  property  of  Shaw,  for  later,  when  the  Public  School  Con- 
trollers used  it  they  rented  it  from  ShaAv  (22:5-7-1818). 

The  coming  of  Baker  into  the  field  so  long  held  by  Edward 
and  his  adherents  was  the  occasion  of  much  controversy. 
Baker's  announcement  appeared  in  Poulson's  American  Daily 
Advertiser  on  Saturday  November  15,  1817,  and  in  the  same 
paper  on  the  following  Monday  (17th)  appeared  an  elaborate 
advertisement  of  Pklward's  school  which  he  now  denominated 
"The  Lancasterian  High  School  of  Philadelphia;"  and  he  so 
continued  to  advertise  it  in  this  and  other  papers  notably  the 
Aurora  General  Advertiser.  He  had  evidently  been  preparing 
for  this  iMDvement  for  some  time  however,  even  before  the  op- 
ening of  Baker's  school,  and  perhaps  in  the  hope  of  forestall- 
ing it,  for  on  November  7th  he  had  inserted  a  card  in  Poulson's 
paper  announcing  the  engagement  of  an  Usher  of  eminent  abil- 
ities, which  would  make  it  possible  for  him  to  introduce  the 
Latin  Language  on  the  Lancasterian  System.  He  also  makes 
a  bid  for  the  influence  which  was  about  to  be  thrown  to  Baker 
by  referring  to  Shaw's  statement  that  Latin,  Greek,  Geogra- 
phy, Astronomy   and  the   Mathematics  had   been  taught   for 


LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA    29 

nearly  six  years  on  this  plan  in  the  Edinburgh  High  School  and 
"J.  E.  has  an  expectation  that  this  will  carry  some  weight 
with  those  who  may  be  willing  to  try  the  experiment."  At  the 
same  time  he  announced  the  formation  of  a  French  Class  (26). 

On  November  22nd,  a  few  days  after  the  announcement  of 
his  High  School,  Edward  advertised  a  Gratuitous  Lecture,  the 
object  of  which  was  "to  show  the  Christian  necessity  of  giving 
religious  education  to  the  poor,  and  the  facility  with  which 
that  most  desirable  end  may  be  accomplished  by  the  introduc- 
tion of  the  common  principles  of  the  Lancasterian  System  of 
education"  (6). 

It  was  but  two  or  three  weeks  until  Edward  and  Baker 
were  in  a  public  controversy  as  to  which  had  the  genuine  Lan- 
casterian method,  and  the  result  was  a  partisan  line-up.  It 
is  rather  interesting  to  note  the  sublime  indifference  of  these 
teachers  of  pay  schools  to  the  earlier  Lancasterian  Charity 
Schools  of  Philadelphia,  which  must  have  been  established 
while  they  were  both  little  more  than  monitors  across  the  wat- 
er. One  might  think,  to  read  their  statements,  especially  those 
of  Edward,  that  Lancasterian  darkness  had  reigned  until  their 
advent.  On  December  8,  1817,  Baker,  "having  been  slandered 
and  grossly  misrepresented  by  a  pretended  Lancasterian 
Teacher,  named  Edward,"  published  in  the  Aurora  his  testi- 
monials from  Secretary  Fox,  De  Witt  Clinton,  John  Griscom 
and  Thomas  Eddy,  along  with  a  statement  that  Edward  had 
failed  as  a  teacher  in  Montreal.  He  followed  this  on  Novem- 
ber 11th  with  a  statement  in  the  same  newspaper  that  Edward 
never  saw  Joseph  Lancaster  and  consequently  could  hold  no 
certificate  from  him  which  Edward  had  been  claiming  to  do 
ever  since  his  High  School  announcement.  In  that  announce- 
ment Edward  had  said  that  he  had  introduced  the  system  into 
Canada,  that  he  had  certificates  from  Lancaster  in  his  own 
handwriting  "containing  his  entire  approbation  and  confi- 
dence," and  tliat  as  ;i  result  of  his  work  in  Philadelphia  there 
had  been  upwards  of  forty  schools  (•stal)lislu'(l  in  Pliiladel- 
phia,  Pennsylvania,  New  Jersey.  Marylainl.  the  city  of  Balti- 
more, and  other  parts  of  the  Union  in  tiie  short  sj^ace  of  four- 
teen    months   (6:11-27-1817).       This  claim  however,     did  not 


30     LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA 

daunt  Baker  who  published  ou  December  27th  au  endorse- 
iiieut  ot  himseii  aud  his  school  by  sixteen  oi  the  promineut 
citizens  of  Philadelphia.  The  hrst  name  is  that  of  Kobert  Kai- 
ston,  President  of  the  Society  for  the  Promotion  of  Public 
Economy,  and  it  is  significant  that  two  are  names  of  those  who 
were  on  the  hrst  Doard  of  Public  School  Controllers,  one  its 
President — Koberts  Vaux — and  William  Fryj  while  three  oth- 
ers were  among  the  first  school  directors  in  the  first  section  of 
the  first  district  (6). 

On  December  81,  1817,  because  of  "some  attempts  having 
recently  been  made  to  weaken  the  confidence  of  the  public" 
in  his  labors,  and  because  the  teachers  under  his  care  desired 
the  public  to  know  ''that  he  is  immediately  under  the  patron- 
age of  Joseph  Lancaster,"  Edward  published  a  number  of  tes- 
timonials and  extracts  iroiu  uis  cuiTe;5^)ua(ioiicc  wita  ijuuca;5- 
ter.  Prom  these  it  appears  liiat  Ed\»aid  uad  learncu  Uie  b^j- 
tem  not  from  Joseph  Lancaster  lu  Euyiaiid  but  from  Lancas- 
ter's pupil,  William  Scott  in  Dundee.  From  there  Edward 
had  gone  to  Canada  and  after  several  years  had  left  there  for 
Philadelphia.  While  in  Canada  he  had  received  several  let- 
ters from  Lancaster,  commending  him  for  the  sake  of  William 
Scott,  the  teacher  of  Edward  and  pupil  of  Lancaster;  and 
these  were  his  "certificates  from  Lancaster."  As  an  offset 
to  Baker's  reflection  upon  his  work  in  Montreal  he  published 
a  testimonial  signed  by  a  number  of  prominent  persons  who 
knew  him  and  his  work  there.  In  addition,  he  claimed  that 
the  cities  of  New  York  and  Baltimore  had  improved  their 
Lancasterian  schools  through  visiting  his.  Conceding  that 
Baker  had  organized  the  New  York  Schools  he  says  the  trus- 
tees had  nevertheless  sent  to  Philadelphia  a  teacher  to  be  quali- 
fied a  second  time  by  Edward,  because  of  his  superior  method 
(6). 

The  New  York  teacher  referred  to  by  Edward  was  prob- 
ably Shepherd  Jolinson.  Boese  speaking  of  the  work  in  New 
York  says:  "Some  months  before  the  arrival  of  the  expect- 
ed model  teacher  [Picton]  Mr.  Shepherd  Johnson,  a  young 
man  who  had  received  his  entire  education  in  the  schools  of 


LANCASTEKIAN  SCHOOLS  IN  PlllL^U)ELPUiA     31 

the  Society  and  passed  through  the  successive  stages  of  moni- 
torship  with  great  credit,  was  sent  to  Philadelphia  at  the  ex- 
pense of  the  Society  to  inspect  the  results  of  the  monitorial 
system  in  that  city.  On  his  return  he  was  appointed  to  take 
charge  of  School  No.  3"  (34:32).  The  expected  model  teach- 
er according  to  Bourne  was  Charles  Picton  from  England  who 
was  recommended  in  June  1818,  but  did  not  arrive  until  Sep- 
tember (35:31).  "Several  months"  before  lus  "expected  ar- 
rival" is  indefinite  enough  to  make  the  above  supposition 
quite  probable  even  though  it  does  not  appear  from  the  New 
York  end  that  Johnson  was  sent  "to  be  qualified  a  second 
time." 

An  interesting  method  taken  by  Edward  to  increase  his 
patronage,  was  the  insertion  in  Poulson's  advertiser  on   De- 
cember 19,  1817,  and  several  times  thereafter,  of  an  advertise- 
ment in  the  French  language.     In  this  announcement  of  his 
"Nouvelle  Ecole"  he  refers  to  the  introduction  of  the  system 
'  into  France  and  tells  the  French  residents  of  the  city  that 
i  since  he  has  a  knowledge  of  the  French  language  it  will  be  a 
'  great   advantage   to   them   to   have   their   children   under  his 
I  care.     lie  pretends  a  great  attachment  for  them  and  invites 
them  to  visit  his  school  and  give  him  the  opportunity  to  con- 
verse with  them  in  their  admirable  language.    There  is  reason 
to  believe  too,  that  Edward  had  formed  an  association  of  his 
adherents  under  the  title  of  "The  Philadelphia  and  Pennsyl- 
vania Association  of  Teachers  of  the  Lancaateriaii  System  of 
Education."    At  least  he  publishes  on  December  19,  1817,  the 
announcement  of  a  "stated  meeting"  of  such  an  Association 
in  his  High  School  on  the  first  Monday  of  tlie  tirst  mouth" 
and  signs  it  "By  order  James  Edward,  President."     The  sec- 
retary is  A.  S.  Trood,  one  of  his  pupils  (26). 

On  December  30,  1817,  Baker  announced  that  on  the  next 
Wednesday  lie  would  deliver  a  lecture  elucidating  the  Lan- 
casterian  System  (6).  It  is  evident  from  llie  number  of  ap- 
pearances of  this  advertisement  that  the  lecture  was  given  on 
January  7th.  About  two  weeks  later  (Janury  22)  Edwanl 
published  that  by  a  legal  investigation  and  the  testimony  of 


32    LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA 

thoroughly  qualified  teachers  of  the  system,  it  had  been  es- 
tablished that  his  was  the  real  and  true  Lancasterian  system 
"  as  taught  by  Joseph  Lancaster  himself,  excepting  such  cor- 
poreal punishments  as  are  not  permitted  by  the  laws  of  this 
country;  and  that  where  there  is  the  least  deviation  by  James 
Edward,  it  is  only  in  such  things  as  are  required  to  adapt  the 
system  to  the  higher  classes  of  citizens,  and  the  higher  branch- 
es of  education"  (26). 
/  Baker's  Lancasterianism  seems  to  have  appealed  especial- 

ly ly  to  teachers  already  in  service.  In  February  1818,  William 
/  iMann,  teacher  of  the  Academy,  Mount  Holly,  N.  J.,  announced 
through  the  Philadelphia  papers  that  having  satisfied  himself 
that  Baker's  knowledge  of  the  system  was  superior  to  that  of 
any  other  person  in  the  city  of  Philadelphia,  he  had  preferred 
to  pay  him  a  moderate  sum  to  learn  the  system  rather  than  to 
,  acquire  it  gratuitously  from  anyone  else  (26).  Peter  Ulrick, 
a  teacher  in  Northern  Liberties,  announced  on  August  27,  1817, 
the  sale  of  "A  Valuable  Lancasterian  Establishment,"  with 
seats  for  280  pupils,  producing  an  income  of  from  $2500  to 
$3000  a  year,  exclusive  of  evening  tuition  (6).  Ill  health  was 
the  cause  assigned  for  his  desire  to  sell.  He  did  not  succeed 
in  disposing  of  his  school,  for  on  November  21st,  he  an- 
nounces the  opening  at  the  same  place  of  "The  New  and  Real 
Lancasterian  School  for  Both  Sexes."  He  states  that  having 
discovered  that  the  mode  hitherto  practised  in  the  city  and 
Liberties,  called  the  Lancasterian  System,  was  not  correct  in 
its  practice,  but  only  a  faint  attempt  at  it,  he  has  engaged  Mr. 
Edward  Baker,  to  tlioroughly  instruct  him  in  the  Real  Lancas- 
terian System,  and  claims  that  with  the  exception  of  Baker's, 
his  is  the  only  true  school  in  Philadelphia.  He  appends  a  cer- 
tificate from  Baker  stating  that  he  has  already  made  rapid 
progress  (26).  On  February  3rd,  1818  appears  a  report  of  Ul- 
rick's  public  examination  by  Baker  which  lasted  several 
hours,  "yet  Mr.  U.  answered  with  great  expertness  and  prac- 
tised with  dexterity  with  a  number  of  his  scholars"  (26). 

On  March  6,  1818,  Baker  advertised  a  series  of  weekly 
lectures  to  explain  the  mode  of  teaching  by  the  Lancasterian 


LANCASTERIAN  SCHOOLS  IN   PHILADELPHIA     33 

System,  "uot  by  a  florid  discourse  to  captivate  the  faucy,  but 
by  au  actvjal  exhibition  of  the  mode  itself"  (26).  During  the 
same  month,  Mrs.  Baker  announced  the  proposed  opening  of 
the  Female  Lancasterian  School  on  March  30th  in  a  room  ad- 
joining Mr.  Baker's  School  at  48  S.  Fifth  Street,  and  here  she 
continued  for  some  time  even  after  her  husband  had  entered 
the  service  of  the  Board  of  Controllers  (26:3-25-1818).  Bak- 
er's appointment  to  the  charge  of  the  temporary  Model  School 
established  by  the  Controllers  (22:4-30-1818)  was  soon  follow- 
ed by  a  public  statement  by  Edward  of  his  intention  to  return 
to  (h-cat  Britain.  He  declared  that  in  eighteen  months  he  had 
qualified  upwards  of  sixty  teachers  gratuitously,  practically 
all  of  whom  engaged  in  teaching  the  system  and  in  teaching 
others  gratuitously  (26).  The  first  appearance  of  this  card  of 
withdrawal  was  on  May  13th.  It  appeared  again  on  May  27th 
and  on  the  following  day  called  forth  an  anonymous  letter  to 
the  editor,  in  which,  for  the  benefit  of  readers  at  a  distance 
from  Philadelphia,  it  was  stated  that  so  much  of  Edward's  no- 
tice as  tended  to  leave  the  impression  that  Edward  had  had 
any  agency  in  producing  the  late  legislative  act  providing  for 
free  Lancasterian  schools  was  wholly  erroneous.  It  is  even 
said  that  the  promulgators  of  the  act  had  no  intercourse  with 
him,  and  that  the  new  school  Directors  have  not  deemed  his 
knowledge  of  sullicient  importance  to  consult  him  (26).  This 
protest  was  the  result  of  a  rather  obscure  reference  to  the  new 
law  by  Edward,  which  was  perhaps  intended  to  leave  the  im- 
pression stated.  Edward  made  reply  the  next  day  (29th)  as- 
serting that  he  did  not  know  the  persons  alluded  to  as  origi- 
nally interested  in  the  passage  of  the  Lancasterian  School 
Law,  but  that  "the  generality  of  the  persons  composing  the 
Committee  on  Public  Schools  very  constantly  attended  his 
school  upwards  of  twelve  months,  and  were  so  far  convinced 
of  its  superiority  as  to  clet't  his  teachers,  and  no  later  than  yes- 
terday did  the  board  for  ])ublic  schools  in  Southwark  unani- 
mously elect  one  of  his  teachers  to  the  largest  and  most  splen- 
did establishment  for  the  system  within  the  precincts  of 
Philadelphia;  the  same  day  part  of  a  committee  for  Chester. 


34    LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA 

waited  upon  him  for  one  of  his  teachers,  where  they  had  ap- 
pointed one  of  them  before,  and  declared  that  they  had  ex- 
amined most  of  the  Lancasterian  Schools  in  the  city,  but  had 
seen  none  conducted  equal  to  their  own.  But  so  far  from  J. 
E.  wishing  it  to  be  thought  that  he  had  any  influence  in  the  in- 
troduction of  the  system  adopted  for  the  public  schools  ('this 
is  for  the  information  of  readers  at  a  distance')  it  is  well  known 
to  a  great  majority  of  the  citizens  here,  that  already  in  his 
lectures  on  the  system,  previously  to  its  being  known  whose 
method  of  Lancaster's  system  would  have  been  preferred,  he 
not  only  gave  his  decided  disapprobation  of  the  system  now 
adopted,  but  explained  all  the  objectionable  points  to  the  ap- 
probation of  his  audiences,  lie  is  sorry  to  have  to  say  that  thi 
system  about  to  be  introduced  has  already  been  very  generally 
despised  by  two  of  the  first  cities  in  the  Union  and  that  he 
would  be  sorry  at  heart  to  have  been  instrumental  in  its  intro- 
duction." 

■'J.  E.  states  from  authority  that  no  person  professing  to 
know  the  system  made  application  for  the  model  school,  ex- 
cept the  person  elected  [Baker],  although  the  president  per- 
sonally apxjlied  to  a  gentleman  who  teaches  upon  J.  E's  plan, 
to  make  application,  and  publicly  advertised  for  teachers  for 
that  situation,  and  tliat  some  of  the  directors  fully  coincide 
with  J.  E's  opinion  of  the  system,  and  do  not  hesitate  since 
they  have  seen  the  example  in  operation,  publicly  to  declare 
their  disapprobation,  and  preference  to  the  method  pursued 
and  introduced  by  James  Edward"  (26).  Edward's  "inside 
information"  does  not  quite  agree  with  a  Minute  of  the  Board 
of  Control  dated  Ai)ril  15,  1818  which  says:  "Sundry  appli- 
cations from  persons  proposing  to  teach  the  j\Iodel  School 
were  received,  read,  and  ordered  to  lay  upon  the  table"  (22). 
Just  what  the  difference  was  between  the  Edward  brand 
and  the  Baker  brand  of  Lancasterianism  is  a  little  hard  to  de- 
cipher from  the  material  remaining  to  us.  It  was  in  a  sense 
the  transplanting  of  the  difficulty  between  Lancaster  and  the 
British  and  Foreign  School  Society,  since  Edward  claimed  the 
personal  endorsement  of  Lancaster,  and  to  have  left  Britian 


LANCASTERIAN  SCHOOLS  IN   PHILADELPHIA     35 

before  the  formation  of  the  British  and  Foreign  School  Socie- 
ty (6:12-31-1817).  Baker  on  the  other  hand  carried  an  en- 
dorsement from  the  Secretary  of  that  Society,  Joseph  Fox,  and 
received  a  hearty  welcome  and  endorsement  in  Philadelphia 
from  Benjamin  Shaw  who  was  a  member  of  the  School  Socie- 
ty. Edward  gave  gratuitous  instruction  to  teachers,  while 
Baker  did  not  hesitate  to  make  a  charge  (26:2-14-1818),  but 
the  fact  is  that  neither  teacher  could  lay  claim  to  an  unadul- 
terated Lancasterianism  for  both  advertised  "improvements" 
in  the  system.  That  the  quarrel  existed  there  is  no  doubt,  that 
each  side  had  enthusiastic  partisans  there  is  no  doubt,  and  it 
is  just  such  a  ({uarrel  as  might  have  been  expected  when  these 
two  teachers,  each  hailing  "from  England"  came  together  to 
conduct  similar  enterprises  on  the  same  territory.  But  as  re- 
gards the  justification  for  their  counter  claims  of  superior 
method,  I  can  say  nothing  pertinent  that  is  warranted  by  the 
results  of  a  somewhat  laborious  investigation  of  this  phase  of 
the  subject.  One  might  conclude  from  Edward's  statement 
that  the  difference  lay  in  that  he  had  tried  to  adapt  the  sys- 
tem to  the  higher  branches  and  to  the  higher  classes  of  socie- 
ty, but  the  suggestion  of  this  he  admits  receiving  from  Benja- 
min Shaw  who  was  a  partisan  of  Baker;  and  besides  in  Bak- 
er's school  also  higher  branches  were  taught,  including  Geome- 
try, Astronomy,  Elocution  and  Natural  Philosophy,  although 
there  is  no  announcement  of  Latin  and  French  as  in  Edward's 
High  Scliool. 

When  Edward  announced  his  withdrawal  he  also  stated 
that  he  had  procured  a  competent  successor  wlu)  proved  to  be 
John  D.  Weston.  According  to  his  own  account  Weston  had 
practised  the  system  for  several  years  in  London  and  had  been 
teaching  on  the  Lancasteriaii  plan  at  No.  420  North  Fourth 
Street  since  the  first  of  January,  1817  (26:5-13-1818).  Edward 
had  promised  his  patron.s  to  r»'main  until  the  close  of  the  quar- 
ter at  the  end  of  July  (26:5-13-1818),  but  according  to  Wes- 
ton signed  an  agre<'ment  that  Weston  should  receive  all  tui- 
tion fees  for  the  ipiarter.  This  agr(;ement  he  ai)pears  tt)  have 
broken  by  trying  to  collect  some  of  the  fees,  and  Weston  issued 


36     LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA 

through  the  public  press  on  August  3rd  a  "Caution  to  James 
Edward,  late  Teacher,  and  to  the  Public"  which  he  justified 
by  the  statement  that  he  had  offered  to  refer  the  matter  to 
some  disinterested  person,  which  Edward  had  promptly  re- 
fused to  do  (6:8-3-1818).  So  Edward  passes  from  the 
scene,  while  Baker  continues  in  the  public  Model  School  to  be 
superseded  in  a  few  months  by  the  one  individual  who  could 
be  supposed  to  hold  that  brand  of  the  system  about  which 
there  could  be  no  dispute — the  author  of  the  system  himself. 
But  this  belongs  to  the  next  chapter  of  Lancasterian  school 
history  in  Philadelphia. 

Evening  schools  were  not  uncommon  in  connection  with 
these  Lancasterian  pay  schools  but  there  is  one  evening  school 
which  is  of  especial  interest  which  seems  to  have  been  con- 
ducted on  this  plan,  although  the  evidence  at  hand  is  not 
quite  conclusive.  Prior  to  October  first  of  1817  and  of  1818, 
James  Kelly  announces  an  Evening  School  "for  People  of 
Color,"  to  instruct  men  and  boys  in  the  sundry  branches  of 
an  English  Education.  The  school  was  in  Cherry  street  on 
the  north  side,  above  Sixth.  The  fact  that  he  offers  for  sale 
"the  most  approved  Lancasterian  rules  for  teaching  that 
system"  seems  rather  strong  evidence  that  we  have  here  a 
Lancasterian  Colored  Evening  School    (6:9-27-1817). 


LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA     37 


CHAPTER  V. 

Public  Schools. 

The  part  which  the  Society  for  the  Establishment  and 
Support  of  Charity  Schools  had  in  the  adoption  of  a  public 
system  of  Lancasterian  education  has  already  been  indicated. 
There  was  formed  on  May  13,  1817,  another  association  which 
worked  most  effectively  toward  the  same  end.  It  was  term- 
ed "The  Pennsylvania  Society  for  the  Promotion  of  Public 
Economy."  (28:5-16-1817).  The  By-Laws  of  the  Articles  of 
Association  provided  for  a  number  of  committees,  among 
them  "A  Committee  on  Public  Schools,  to  consist  of  twelve 
members  whose  duty  it  shall  be  to  examine  into  and  ascer- 
tain whether  the  laws  establishing  public  schools  are  properly 
administered,  and  to  report  such  improvements  in  the  mode 
of  educating  the  poor  as  may  be  worthy  of  public  recommen- 
dation" (28:5-29-1817).  The  chairman  of  this  Committee  was 
Roberts  Vaux,  the  secretary,  Jonah  Thompson.  Although  its 
report  was  not  rendered  until  the  tenth  of  the  next  November 
the  Committee  began  its  work  almost  immediately,  as  is  shown 
by  the  call  issued  for  a  meeting  on  May  30th  (26).  The  re- 
port rendered  recites  the  law  upon  the  school  question  to 
date,  beginning  with  the  Constitution  of  1776  which  recog- 
nized the  free  education  of  the  indigent  as  a  necessary  public 
duty.  The  seventh  article  of  the  constitution  of  1700  is  quot- 
ed, which  lays  the  obligation  upon  the  legislature  to  estab- 
lish such  schools,  although  not  until  1809  did  the  legislature 
make  provision  for  the  gratuitous  education  of  poor  children. 
As  the  law  was  found  inapplicable  to  the  dense  population 

r  of  Philadelphia  a  supplement  to  it  was  passed  in  1812  con- 
templating a  remedy  for  the  state  of  things  in  the  City  of 

I  Philadelphia  and  vicinity.  According  to  the  report  the  result 
was  far  from  satisfactory.     "Tutors  morally  unworthy  and 


( 


38     LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA 


intellectually  incapable  wasted  the  public  fund,"  and  irregu- 
lar attendance  was  also  a  hindrance.  In  every  view  from  its 
first  establishment  to  the  time  of  the  report,  the  then  existing 
plan  of  education  is  disclosed  to  have  been  "not  only  injurious 
to  the  character  of  the  rising  generation  but  a  benevolent 
fraud  upon  the  public  bounty."  Then  follows  the  statement 
that  while  in  the  last  eight  years  almost  two  hundred  thou- 
sand dollars  have  been  spent  uselessly  upon  a  scheme  of  pub- 
lic education,  numerous  private  schools  for  indigent  children 
have  been  in  successful  operation.  After  this  comes  a  rec- 
■  ommendation  of  the  Lancasterian  System.  Among  numerous 
benefits  which  it  is  destined  to  confer,  is  mentioned  great 
economy  of  expense, — the  cost  of  educating  a  child  for  a  year 
is  known  from  accurate  data  not  to  exceed  three  dollars,  which 
means  a  saving  of  nine  dollars  per  child,  or  twenty-seven 
thousand,  eight  hundred  and  twenty  eight  dollars  for  the 
county  in  a  year.  Economy,  however,  is  not  the  only  merit 
ascribed  to  it;  it  fosters  habits  of  attention,  order  and  obe- 
dience, and  it  lays  under  tribute  the  state  at  large,  by  incul- 
( eating  uniformity  of  principles  and  habits  among  the  child- 
(  ren  of  those  citizens  who  are  the  subjects  of  this  kind  of  in- 
'  struction,  "a  desideratum  essential  to  the  formation  of  correct 
national  feeling  and  character."  The  society  is  urged  to 
promote  this  system  of  education  as  being  better  suited  to 
the  district  of  Philadelphia,  and  promising  to  spread  its  use- 
ful iiess  throughout  the  entire  commonwealth. 

The  Committee  also  submitted  the  outline  of  a  bill  to  be 
presented  to  the  Legislature.  As  a  result  of  the  Committee's 
work  the  Legislature  did  within  a  few  months  pass  a  bill  simi- 
lar in  some  respects  to  the  one  outlined,  but  differing  from 
it  in  some  very  material  features  whose  significance  was  on- 
ly appreciated  later.  The  Act  was  signed  March  3,  1818, 
and  in  a  short  editorial  on  March  6th  Ponlson  offers  "public 
congratulation"  to  the  committee  on  Public  Schools  as  de- 
serving full  credit  for  its  passage  (26).  The  most  important 
of  the  differences  between  the  Bill  and  the  Act  concerned  the 
beneficiaries  of  the     Law.     Mr.   Vaux,   and     doubtless  other 


LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA     39 

members  of  the  Committee,  from  long  connection  with  chari- 
ty school  movements  had  come  to  know  their  point  of  failure 
too  well  to  ask  for  a  legislative  provision  for  a  charity  school 
system.  About  a  month  before  the  Committee  made  its  re- 
port, the  Society  instituted  for  the  Establishment  and  Support 
of  Charity  Schools  had  voiced  in  an  address  to  the  Public  a 
conviction  which  was  the  result  of  long  practical  experience. 
These  are  the  words:  "In  the  United  States  the  benevolence 
of  the  inhabitants  has  led  to  the  establishment  of  Charity 
Schools,  which,  though  affording  individual  advantages  are  not 
likely  to  be  followed  by  the  political  benefits  kindly  contemplat- 
ed by  their  founders.  There  is  a  disposition  in  the  people  averse 
to  dependence.  In  the  country  a  parent  will  raise  children 
in  ignorance  rather  than  place  them  in  charity  schools.  It 
is  only  in  large  cities  that  charity  schools  succeed  to  any  ex- 
tent. These  dispositions  may  be  improved  to  the  best  ad- 
vantage, by  the  Legislature,  in  place  of  Charity  Schools,  es- 
tablishing Public  Schools  for  the  education  of  all  children, 
the  offspring  of  the  rich  and  the  poor"  (20:XI).  That  the 
Committee  on  Public  Schools  should  share  this  well-founded 
conviction,  was  but  natural  in  view  of  the  claim  made  by 
the  Society  (9 :26)  ;  and  the  outline  bill  submitted  by  them 
reads  thus:  "It  shall  be  the  duty  of  the  assessors  of  every 
ward  and  township,  annually  to  furnish  the  superior  board 
of  directors  with  a  certified  list  of  all  the  children  resident 
within  their  respective  wards  and  townships,  boys  between  the 
ages  of  six  and  sixteen  years  and  girls  between  the  ages  of 
five  and  fifteen  years,  and  the  parents  of  said  children  shall 
be  notified  once  in  every  year  that  they  may  send  their  chil- 
dren to  the  school  within  the  section  where  they  reside" 
(29:10).  The  Committee's  suggestion  Avas  entitled  "Outline 
of  a  Bill  for  the  Education  of  Children  at  Public  Expense." 
The  caption  of  the  law  was  also:  "An  Act  to  provide  for 
the  Education  of  Children  at  Public  Expense,  within  the  City 
and  County  of  Philadelphia,"  but  its  wording  was:  "It  shall 
be  the  duty  of  the  Assessors  of  every  ward  and  township 
within  the  said  district  in  which  anv  School  Section  is  or  may 


40    LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA 

be  established  by  and  under  this  ^  act,  upon  being  required  to 
do  so     by  the  said     Controllers  or     Directors  of     the  Public 
Schools,  as  the  case  may  be,  to  require  and  receive  once  in 
every  year  from  parents  and  guardians,  the  names  of  all  indi- 
gent orphan   children;  children   of  indigent  parents  residin<. 
withm  the  said  school  sections  respectivelv:  that  is  to  sav 
the  names  of  boys  between  the  ages  of  six  and  fourteen  vearV 
and  girls  between  the  ages  of  five  and  thirteen  years  ;  and  to  in- 
form the  said  parents   and  guardians   of  such  children  that 
they  may  send  the  said  children  to  the  proper  school  within 
said  section  free  of  expense  and  the  children  thus  returned 
^hall,  If  approved  by  the  controllers  or  directors  of  the  in- 
corporated  districts  aforesaid,   be  admitted   into   the  schools 
under  their  direction ;     and  m  case  the  said  assessors     shall 
om.t  to  make  a  return  of  any  poor  children  within  their  wards 
or  townships  the  said  controllers  or  directors  being  inform- 
ed of  the  same,  shall  cause  the  names  of  the  children  so  omit- 
ted to  be  placed  on  the  said  list  and  be  educated  as  the  child- 
ren returned  cm  the  list  aforesaid."  (]  :3-3-1818)      There  was 
Ijessentialy   but   the   substitution   of  "indigent"   children  T 
all      children,     but  it  meant  the  establishment     of  pauper 

j  schools  instead  of  real  public  schools  and  the  delav  of  tL  lat- 

I  ter  for  nearly  two  decades. 

of  I  h,l.delr,h,a,  to  ho  denominator  the  first  sehool  district  o"f 
he  .t,  e,  .hould  he  divided  mto  tour  sections.    The  I  elilla 
ture  fo-'owed  this  suggestion  naming  the  sections  as  follows 
FIRST:  The  City  of  Philadelphia 

Tnmn "='"'?''""  '''""'*''''  ""^  Ken.inRton 
tOiniTll:  Penn  township 

Jitv  "to'hri""'  f '  ,""■"  '■'"""'  ""  ^'-"'•*  director,  for  the 
crty,  to  be  chose,  by  the  judges;  but  the  Act  provided  thai 
here  should  bo  twenty-four.  to  bo  elected  by  the  sdect  aud 
ommon  councls.  The  Committee,  however^  advoc  ted  the 
Laneastor,a„  system  ,„  ardently  that  they  no  doubt  ?  It  the, 
had  gamed  the,r  contention  when  this  provision  of  He  B  1 


LANCASTERIAN   SCHOOLS  L\  PHILADELPHIA     41 

was  embodied  in  the  tenth  section  of  the  Act,  providing,  "That 
the  principles  of  Lancaster's  system  of  education  in  its  most 
improved  state,  shall  be  adopted  and  pursued  in  all  public 
schools  within  the  district,  with  the  exceptions  hereafter 
mentioned."  The  exceptions  are  named  in  section  fourteen, 
where  it  is  stated  that  since  the  plan  of  education  before  me"^.- 
tioned  may  be  inconvenient  to  the  townships  hereafter  named, 
it,  therefore,  becomes  proper  to  adopt  one  better  calculated 
to  further  their  local  situation.  The  townships  of  Oxfonl. 
Lower  Dublin,  Byberry  and  Moreland  constituted  the  fifth 
sections,  Germantown,  Bristol  and  Roxborough  the  sixth,  and 
Blockley  and  Kingsessing  the  seventh. 

It  was  due  to  the  sparseness  of  population  in  these  sec- 
tions that  the  system  was  not  practicable  (4:4)  but  provisio-i 
was  made  in  the  Act  whereby  they  could  adopt  the  Lancas- 
terian  system  whenever  it  seemed  best.  Westcott  incorrectly 
states  a  supplement  to  the  law.  embodying  some  of  the  features 
just  named  was  passed  on  March  24th  (41 :482).  The  feature? 
he  names  as  supplementary  were  embodied  in  the  original  act 
and  "approved  the  third  day  of  March,  one  thousand  eight 
hundred  and  eighteen"  (1:3-3-1818). 

Scharf  and  Westcott 's  History  is  also  singularly  inaccu- 
rate in  its  statements  relative  to  this  matter,  and  indeed  not 
consistent  with  itself  or  with  Westcott.  It  makes  the  state- 
ment in  Volume  1  that  "the  Legislature  had  in  1817  declared 
the  city  and  county  the  First  School  District  of  Pennsylva- 
nia" and  repeats  the  error  of  Westcott  by  asserting  that  an- 
other act  i)rovided  for  the  election  of  the  direct(U's.  v.liic^h 
were  to  number  twelve  in  the  city  and  six  in  each  of  the  other 
sections  (39 :1  :r)l)4).  In  Volume  III  of  the  same  work  th<> 
statement  is  made  that  on  the  16th  of  March,  1818  the  Legis- 
lature passed  an  act  which  erected  the  First  School  District 
of  Pennsylvania,  and  in  this  connection  the  names  of  twenty- 
four  director;  in  the  first  section  are  given,  twelve  in  tlie  sec- 
ond and  third,  and  six  in  the  fourth  (39:111:1926). 

The  Act  of  1818  also  established  a  model  school  to  train 
teachers  in  the  svstem,  and  a  Tentral  Board  of  Controllers  to 


42     LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA 


be  elected  by  the  local  directors,  one  for  every  six  members 
of  the  local  board. 

The  first  meeting  of  this  Central  Board  was  held  April  6. 
1818  (22).    The  members  were: 

First  Section:     Robert  Vaux 

Thomas  Stewardson 
Joseph  Reed 
William  Fry 
Second  Section:     George  Boyd 
:     Peter  Keyser 
Third  Section :     Ebenezer  Ferguson 

:     James  Ronaldson 
Fourth  Section:     David  Woelpper 
In  the  organization  Roberts  Vaux  was  elected  President 
of  the  Board,  a  position  he  held  for  fourteen  years. 

In  the  first  annual  report  of  the  Controllers,  issued  Feb- 
ruary 11,  1819,  the  following  tabulation  appears: 


Section 


First 


Second 


Third 


Fourth 


School             Teachers 

Boys 

Model       Joseph   Lancaster 
School 

413 

not  provided 

jAdelphi            John  Ely 

350 

)                           Eliza  Allison 
]  Kensington      Joseph   Kettor 
1                           Jane  Proudfit 

110 

Moyamcnsing    Peter  M'Gowan    310 
Maria  Wilson 
1  Southwark       Samuel  F.  Watson  240 
Elizabeth  Millard 

84 


Girls 

320 


330 
92 

360 
160 

76 


J  Spring  Moses  Taylor 

]  Garden  (One  room) 
Total  number  of  pupils — 2845.     The  two  Adelphi  schools 
were  in  the  Adelphi  school-house,  built  by  the  Friends  Asso- 
ciation on  Peg  Street. 

It  is  to  be  noted  that  Joseph  Lancaster,  founder  of  the 
system,  is  named  as  teacher  of  the  Model  School.  He  had  come 
to  America  in  the  autumn  of  1818  landing  at  New  York  where, 
according  to  his  own  account,  he  was  kindly  welcomed  by  the 


LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA     4:^ 

Mayor,  Recorder  and  Governor  De  Witt  Clinton  who  invited 
him  to  Albany  and  "introduced  hira  to  the  leading  persons 
in  the  chief  town  on  the  Hudson"  (15:11).  Not  tarrying  long 
in  New  York,  however,  he  proceeded  to  Philadelphia  where 
"Robert  Wharton,  the  Mayor,  the  Recorder  of  Philadelphia, 
Roberts  Vaux,  the  benevolent  president  of  the  Board  of  Con- 
trollers for  public  schools,  whose  life  has  been  devoted  to 
benevolence  and  public  usefulness,  gave  him  a  generous  wel- 
come" (15:11).  This  was  evidently  early  in  October,  1818, 
for  in  the  minutes  of  the  Board  of  Control  dated  October  10th 
is  a  resolution  that  Joseph  Reed  and  E.  Ferguson  and  George 
Boyd  be  a  committee  to  accompany  Joseph  Lancaster  in  visit- 
ing the  schools. 

According  to  the  Philadelphia  Gazette  and  Daily  Adver- 
tiser (28:10-20-1818)  he  arrived  in  the  city  on  Monday,  Octo- 
ber lOth  and  was  introduced  to  the  Board  of  Controllers  by 
Robert  Wharton,  Joseph  Reed  and  Clement  C.  Biddle,  who 
had  been  appointed  by  the  Directors  of  Section  Number  One 
"to  extend  civilities  to  the  author  of  the  system  of  education 
adopted  in  this  District,  by  a  law  of  the  last  Legislature" 
(21).  Under  date  of  October  20  the  minutes  record  the  fact 
that  Thomas  Stewardson  and  Ebenezer  Ferguson  were  appoint- 
ed a  committee  to  confer  with  Joseph  Lancaster  on  the  subject 
of  his  superintending  tlip  Model  School  "till  the  same  be 
brought  to  strict  conformity  to  his  system."  On  October  23rd 
this  committee  reported  that  Lancaster's  services  could  be  se- 
cured to  organize  the  ]\Iodel  School  and  instruct  sectional 
teachers  at  the  rate  of  one  hundred  and  twenty  dollars  per 
month,  and  the  committee  was  authorized  to  engage  his  ser- 
vices at  these  terms.  The  same  day  the  following  advertise- 
ment appeared  in  the  Aurora  General  Advertiser: 


Lectures  on  Education 
by  Joseph  Lancaster. 

The  inhabitants  of  Philadelphia  and  its  vicinity  are  rea- 
pecftully  informed  that  Joseph  Lancaster  intends  to  deliver 
three  lectures  on  the  important  subject  of  education. 


44    LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA 

The  first  is  intended  to  take  place  this  evening,  at  seven 
o'clock  in  the  western  wing  of  the  State  House.  The  lecture 
will  embrace  an  historical  account  of  the  rise  and  progress  of 
knowledge,  with  interesting  notices  of  events,  characters  and 
institutions  that  have  constituted,  by  its  enlightening  in- 
fluences on  the  human  mind,  to  improve  the  condition  of  man 
in  society.  Admission  to  this  lecture  50  cents;  children  half 
price.     Tickets  to  be  had  at  the  door  of  the  lecture  room. 

The  second  lecture  is  fixed  for  second  day  (Monday) 
evening  next,  at  seven  o'clock. 

The  nature  and  advantage  of  the  Lancasterian  System  of 
Education  is  the  subject  proposed  for  the  second  Lecture. 
Terms  of  admission  the  same  as  for  the  first. 

The  subject  of  the  third  Lecture,  will  relate  to  the  origin, 
progress,  and  effect,  of  those  excellent  institutions  called  Sun- 
day schools.    Time,  place,  will  be  duly  advertised. 
October  23. 

Of  this  first  lecture  in  Philadelphia  there  remains  to  us  an 
abstract  by  William  Duane,  which  appeared  on  the  editorial 
page  of  his  General  Advertiser  on  October  26th.  He  says: 
"We  attended  the  first  lecture  of  Joseph  Lancaster,  introduc- 
tory to  his  views  of  the  particular  system  of  education,  in 
which  he  has  been  so  long  and  laudably  engaged. 

"The  basis  of  his  discourse  was  this  maxim — knowledge 
is  power;  to  illustrate  and  apply  it  he  entered  into  historical 
references  and  comparisons  of  the  state  of  society  in  remote 
apes  and  in  the  present:  the  difficulties  which  lay  in  the  way 
of  knowledge  before  M-riting  was  rendered  accessible  to  all, 
and  the  progressive  steps  from  inscriptions  on  rocks  and  on 
metal  plates— writing  on  the  leaves  of  trees,  on  bark,  on  leath- 
er, parchment,  paper  of  cotton,  and  paper  of  linen;  all  these 
several  stages  he  marked,  and  took  occasion  to  show  what 
benefits  are  to  be  derived  from  competition  and  emulation,  in 
an  anecdote  of  a  king  of  P]gypt  who  refused  to  permit  the  na- 
tive article  papyrus  to  be  exported;  which  stimulated  a  king 
of  Porgamos  to  cause  to  be  prepared  parchment,  which  gave 
a  cheaper,  more  durable  and  universal  medium  for  writing. 


LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA    45 

He  pointed  out  the  discovery  of  the  mariner 'vS  compass,  of 
America — of  the  doubling  of  the  Cape  of  Africa,  and  other 
great  and  useful  discoveries,  and  finally,  of  printing  itself,  as 
the  effect  of  ali)habetic  reading  and  writing — and  asked  what 
would  have  been  the  state  of  mankind  now  had  the  art  of 
reading  and  writing  not  been  invented. 

"He  ingeniously  adverted  to  the  discoveries  of  the  tele- 
scope and  microscope,  the  sublime  discoveries  of  astronomy, 
the  circulation  of  the  blood,  chemistry,  and  all  its  rich  dis- 
coveries to  the  art  of  \\Titing  and  reading,— that  is  to  know- 
ledge, which  could  only  be  diffused  by  these  means — and  that 
knowledge  was  power. 

"It  was  that  knowledge  which  taught  Franklin  to  con- 
duct the  lightning  and  send  it  harmless  to  the  earth;  it  was 
the  same  knowledge  which  taught  America  the  right  and  pow- 
er to  become  independent :  it  was  the  example  of  America  that 
conduces  to  the  happiness  of  all  other  nations. 

"His  address  to  the  audience  on  the  particular  situation 
and  advantage  possessed  by  the  United  States  was  extremely 
impressive  and  beautiful;  and  he  gave  it  with  a  figure,  which 
for  force,  and  truth,  and  importance  was  truly  admirable ,  he 
alluded  to  the  mental  condition  of  Brazil,  where  the  v/ant  of 
knowledge  had  rendered  the  people  insensible  to  the  vali'.e  of 
their  possessions : — it  was  customary  there,  he  said,  to  use  a 
very  common  kind  of  pebbles  in  their  pastimes,  which  they 
threw  away  with  indifference  on  every  occasion  afti^r  they 
used  them;  but  some  persons  who  had  knowledge,  happening 
in  Brazil,  and  seeing  these  p('bl)li's  used  in  their  aniusenu'uts, 
perceived  that  these  pebbles  were  diamonds  of  great  value, 
only  concealed  by  the  rough  crust  of  their  exterior;  this  (dis- 
covery was  no  sooner  ina(k'  known  than  the  king  of  Portugal 
claimed  by  royal  right  the  exclusive  property  of  these  pebbles 
and  it  was  only  after  they  found  out  their  value  the  people 
discovered,  that  from  want  of  knowledge  they  had  been  un- 
conscious of  the  possession  of  articles  of  immense  value,  the 
worth  of  which  they  came  to  know  only  when  they  could  no 
longer  derive  any  support  froin  thcin.  This  beautil'nl  illus- 
tration of  the  effects  of  ignorance  he  directly  applied  to  Oe 


46     LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA 

people  of  the  United  States,  the  diamond  knowledge  is  yet  in 
its  rough  state  among  you:  do  not  lose  the  opportunity  to 
polish  it,  and  give  it  all  its  lustre  and  all  its  value;  lest  by 
neglecting  this  precious  jewel,  you  fall  into  the  same  condi- 
tion as  the  Brazilians,  who  came  to  know  the  value  of  what 
they  possessed,  only  when  it  was  too  late. 

' '  This  is  but  an  imperfect  sketch  of  his  lexjture ;  which  was 
delivered  with  the  usual  plainness  and  simplicity  of  the  So- 
tiiety  of  Friends. 

"He  gives  his  second  lecture  on  the  present  evening.  His 
audience  of  both  sexes  were  numerous  and  respectable;  and 
his  labors  promise  to  be  most  beneficial  to  society.'' 

In  another  column  of  the  same  paper  appears  the  follow- 
mg  notice : 

Lancasterian  System  of  Education. 

The  inhabitants  of  Philadelphia  and  its  vicinity  are  res- 
pectfully informed  that  Joseph  Lancaster,  founder  of  the 
above-named  system  of  education,  intends  to  deliver  a  Lecture 
on  its  nature  and  advantages,  in  the  western  wing  of  the  State 
House,  this  evening  of  second  day,  generally  called  Monday, 
the  26th  instant,  at  seven  o'clock. 

The  lecture  will  contain  much  original  matter,  and  that 
part  which  relates  to  female  industry  be  highly  interesting  to 
ladies. 

Tickets  of  admission  50  cents  each;  children  half  price — 
to  be  had  at  Matthew  Carey's  Book-store,  corner  Fourth  and 
Chestnut  Streets;  at  Benjamin  Warner's,  147,  Market  Street; 
also,  at  the  door  of  the  lecture  room. 
October  26. 

This  notice  is  followed  on  October  29th  by  the  following: 

Joseph  Lancaster's  Lecture. 

Joseph  Lancaster  presents  his  respects  to  the  friends  of 
education,  in  Philadelphia,  and  informs  them,  that  his  intend- 
ed Lecture  on  those  excellent  institutions  usually  called  Sun- 


LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA    47 

day  Schools,  is  appointed  for  tomorrow,  sixth  day  evening, 
the  30th  inst.  at  seven  o'clock;  To  be  delivered  in  the  western 
wing  of  the  State  House. 

The  lecture  is  intended  to  display  the  providential  origin, 
progress  and  effect  of  these  schools — with  interesting  facts 
and  anecdotes. 

Information  will  be  given  of  some  improvement  in  the 
mode  of  conveying  instruction  in  the  sacred  writings,  most  im- 
pressively. The  subject  to  conclude  with  considerations  on 
the  importance  of  these  institutions  to  society,  in  connection 
with  national  education  and  character. 

Admission  50  cents — children  half  price.     Tickets  to  be 
had  at  the  book  stores  of  Matthew  Carey,  Corner  of  Fourth 
and  Chestnut     Street;  at  Benjamin     Warner's,  147,     Market 
Street;  of  B.  T.  Kite,  North  Third  Street;  and  at  the  door. 
October  29. 

On  November  second  came  the  following  announcement 
of  a  repetition  of  the  Lancasterian  lecture  (6:11-2-1818)  and 
of  two  additional  lectures,  the  first  of  which  was  delivered 
after  a  postponement,  but  the  second  a[)pears  not  to  have  been 
delivered,  probably  because  Lancaster  entered  the  service  of 
the  Controllers  on  November  25th. 

Lancasterian  System  of  Education. 

The  friends  of  education  are  respectfully  informed  that 
Joseph  Lancaster's  Lecture  on  the  nature  and  advantages  of 
this  system,  is  intended  to  be  repeated,  by  special  request,  at 
the  College  Hall  Fourth  Street,  the  evening  of  tomorrow, 
third  day  of  11th  mo.  1818,  at  seven  o'clock. 

Tickets  of  admission,  50  cents  each,  children  half  price, 
to  be  had  at  the  book  stores  of  M.  Carey,  Corner  of  Fourth  and 
Chestnut  Streets,  B.  Warner,  147  Market  Street,  B  &  T.  Kite, 
20  North  Third  Street,  and  at  the  door. 

Two  additional  lectures  are  i)ropos('d. 
Lecture  1st.     On  the  science  of  the  human  mind,  as  coiuiected 
with  the  government  and  education  of  youth,   including  the 
subject  of  rewards  and  punishments. 


48    LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA 

Lecture  2d.  On  the  domestic  government  and  instruction  of 
children,  and  on  schools  for  female  education 
and  industry — to  conclude  with  a  short  review 
of  the  means  of  national  education,  as  possessed 
by  society  in  its  present  state. 
Time  and  place  will  be  advertised. 

November  2. 

Friends  of  Education 

In  Philadelphia  are  requested  to  take  notice,  that  Joseph  Lan 
caster's  Lecture  on     Education,  the     Science  of  the     Human 
Mind,  &;c.  are  suspended  till  the  ensuing  week.     The  time  and 
place  will  be  shortly  advertised. 
October  10  [November] 

Joseph  Lancaster's  Lecture. 

Joseph  Lancaster  respectfully  informs  the  friends  of  Edu- 
cation, that  his  Lecture  on  the  Science  of  the  Human  Mind, 
as  connected  with  its  government  and  direction  in  Education, 
including  the  subject  of  rewards  and  punishments,  is  intend- 
ed to  be  delivered  in  the  Western  Wing  of  the  State  House  on 
the  evening  of  the  4th  day,  usually  called  Wednesday,  next, 
the  18th  inst.  at  7  o'clock. 

Tickets  of  admission  50  cents  etc. 
November  14. 

It  must  not  be  supposed  however,  that  the  opening  of  the 
Model  School  had  depended  upon  Lancaster's  coming.  On  the 
very  first  day  the  Controllers  met  they  had  appointed  a  Com- 
mittee to  inquire  for  a  suitable  teacher  and  a  suitable  build- 
ing and  at  the  next  meeting  on  April  tenth  they  had  decided 
to  advertise  for  both  these  re(iuisites  (22).  On  April  30th 
Joseph  Reed  and  George  Boyd  were  appointed  to  contract 
with  Edward  Baker  as  tutor  of  the  Model  School  at  a  salary 
not  exceeding  fourteen  hundred  dollars  per  annum  to  com- 
mence when  the  Model  School  should  open.  On  May  7th  the 
same  committee  was  authorized  to  make  a  written  contract 
with  Baker  and  to  rent  from  Benjamin  Shaw  his  school  room 


\ 

J 
f 


LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA     49 

Number  48  South  Fifth  Street,  for  purposes  of  a  temporary 
Model  School  Room  (22). 

On  May  7th  it  is  "Resolved,  that  the  President  write  to 
the  respe(!tive  Sectional  Boards  informing  them  that  thr> 
Board  has  engaged  Edward  Baker  as  the  Model  Tutor,  and 
rented  the  room  now  occupied  by  him  as  a  temporary  model 
school,  and  recommend  to  each  Board  to  select  from  the  coun- 
ty schools  in  their  Sections  thirty  boys  to  be  sent  to  the  Model 
School  that  they  may  be  trained  for  the  office  of  monitors  by 
the  time  the  sectional  schools  will  be  opened ;  and  all  teachers 
designed  for  the  sectional  schools  be  instructed  in  the  said 
Model  School ;  and  that  as  each  board  appoint  its  tutors  they 
be  sent  to  be  instructed  in  the  principles  and  practice  of  the 
system." 

Thus  Baker's  private  school  passes  out  of  existence  and 
he  becomes  a  public  school  teacher  in  the  same  school  Toom 
(22:5-7-1818).  There  is  a  minute  of  April  28  which  permits  the 
teacher  of  the  Model  School  to  take  pay  scholars  at  one  dollar 
per  quarter,  provided  there  is  room,  but  no  distinction  is  to  be 
made  between  them  and  th«'  scliolars  sent  by  the  Controllers. 
A  committee  to  receive  applications  for  admission  into  th" 
Model  School  (22)  reported  on  July  lOth  that  they  had  admit- 
ted a  number  of  boys  l)ut  that  tlie  applicants  had  been  general- 
ly for  girls  whose  names  had  not  been  returned  by  the  asses- 
sors and  whom  the  county  commissioners  declined  admitting 
into  ])rivate  schools. 

Meantime  a  re(juest  had  come  for  the  cstablislinu'nt  of 
German  schools,  but  no  action  was  taken.  The  Board  was 
bending  every  energy  to  the  construction  of  a  ])ermanent  Mod- 
el School.  On  June  11th  there  is  the  record  of  the  authoriza- 
tion of  the  purchase  of  a  lot  on  Chester  Street  for  $8000  and 
on  July  10th  the  letting  of  the  contract  for  the  building  for 
$H;}00.  On  September  15th  (22)  it  is  determined  to  notify  Ben- 
jamin Shaw  that  his  property  will  be  vacated  at  the  end  of 
six  months,  and  on  November  2nd  the  Secretary  is  directed  to 
notify  Edward  Baker  that  his  contract  will  terminate  in  three 
months  (22:11-2-1818).  On  October  20th  a  committee  was  ap- 
j)ointed  to  oversee  the  removal  of  tlie  ilcsks  and  benches  to 
the  new  building  ami   it  was  reported  done  at  the  next  meet- 


50    LANCASTER! AN  SCHOOLS  IN  PHILADELPHIA 

ing.     Meantime  appeared  on  October  24th  and  several  times 
thereafter  in  the  daily  press: 

Notice. 

The  temporary  Model  School  for  boys,  which  has  been  in 
operation  for  six  months,  at  No.  48  South  Fifth  Street,  is  to 
be  closed  this  day.  the  term  for  which  the  Lease  was  engaegd 
having  expired.  The  new  building  on  Chester  street  will  be 
ready  for  the  reception  of  pupils  of  both  sexes  in  about  a 
month  from  this  time.  The  services  of  Joseph  Lancaster  hav- 
ing been  engaged  to  organize  those  schools,  it  is  important 
that  requests  for  admission  into  them,  be  made  during  the  va- 
cation. Apply  at  No.  249,  Callowhill  street,  above  Twelfth 
street. 

By  order  of  the  Controllers  of  the  Public  Schools. 

Roberts  Vaux,  President. 
10th  Mo.  24. 

There  was  some  delay  in  getting  into  the  new  building 
due  to  the  fault  of  the  carpenter  engaged  in  fitting  it  up.  It 
was  nearly  two  months  before  notice  was  given  that  the  schooi 
would  open,  on  December  21st  (6:12-18-1818)  but  in  the  in- 
tervening time  Lancaster  had  entered  upon  his  Avork  which 
dated  from  November  25th  (22:11-26-1818),  on  which  dat'3 
appeared  a  notice  in  the  daily  papers  directing  applicants  for 
admission  into  the  Model  School  to  see  him  at  his  residence 
On  November  19th,  a  few  days  prior  to  Lancaster's  actual  en- 
gagement, a  committee  had  been  appointed  to  confer  \vith 
him  "on  the  subject  of  lessons  etc.  in  his  possession  and  con- 
sider whether  any,  and  if  any  what  part  thereof  may  be  used 
in  the  Model  School."  At  the  meeting  one  week  later  Lancas- 
ter was  granted  an  advance  of  two  months'  salary,  although 
the  Board  was  not  a  unit  on  it  (22). 

The  new  Model  School  building  Avas  the  first  erected  by 
the  Board  of  Controllers  in  the  city  of  Philadelphia  and  is 
therefore  the  oldest  public  school  building  in  the  city  (36:17). 
Edmonds  says  that  it  was  also  the  first  school  for  the  training 
of  teachers  in  the  United  States  which  is  probably  true  in  the 
sense  that  it  was  the  first  building  erected  for  that  specific 


LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA     51 

purpose,  yet  it  must  be  remembered  that  every  LancasterJan 
school  was  a  monitorial  teacher-training  school,  and  New  York 
had  erected  a  new  Lancasteriau  school  building  as  early  as 
1809  (35:13). 

On  December  thirty-first  a  committee  was  appointed  to 
confer  with  Lancaster  relative  to  the  opening  and  organizing 
of  a  Girl's  School  with  his  daughter  as  his  assistant  but  they 
were  not  able  to  reach  an  agreement  with  him  (22).  On  the 
seventh  of  January  another  committee  was  appointed  for  the 
same  purpose  and  was  more  successful.  The  report  was  that 
they  had  conversed  with  Lancaster  on  the  subject  and  he  had 
proposed 

1.  To  open  and  organize  the  female  school,   and  estab- 
lish the  teacher  thereof,  including  the  instruction  of 

female  teachers  for  the  sectional  schools  in  the  same 
way  as  the  masters. 

2.  To  visit  and  superintend  the  sectional  schools   after 
the  teachers  have  been  instructed  in  the  Model  School. 

3.  To  receive  a  compensation  of  Five  Hundred  Dollars. 
The  Board  agreed  to  contract  with  him  on  these  terms. 

and  on  Februarj'  11th,  the  first  half  of  the  five  hundred  dol- 
lars was  paid  him  (22). 

The  next  reference  to  Lancaster  on  the  Minutes  is  a  re- 
port by  the  President  of  the  Hoard  on  February  11,  1819.  that 
Joseph  Lancaster  had  returned  to  the  city  on  the  eighth  in- 
stant and  resumed  his  duties  in  the  Model  Schools. 

We  are  left  to  conjecture  the  reason  for  his  absence,  but 
it  is  clear  that  he  si)ent  part  of  the  time  in  Washington,  for 
he  himself  tells  us  that  "on  proceeding  to  Congress  after  hi.s 
first  lecture  and  before  his  second,  from  the  speaker's  chair  a 
letter  was  put  into  his  hands  by  the  sergeant-at-arnis,  of  wliich 
the  following  is  a  copy: — 

'In  the  House  of  Representatives  of  the  United  States, 
January  26,  1819, — on  the  motion  of  Mr.  Bassett,  Resolved, 
That  Joaej)h  Lancaster,  the  friend  of  learning  and  of  man,  he 
admitted  to  a  seat  within  th<'  hall  of  the  House  of  Representa- 
tives.' " 

A  copy  Attest,  Thomas  Dougherty,  Clerk  of  the  Iloiise  of 
Representatives  (15:11). 


52     LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA 

On  March  4th  the  following  rules  and  Regulations  among 
others  were  adopted  by  the  Board : — 

8th.  In  order  to  promote  uniformity  and  comply  with  the  re- 
quisition of  the  act  of  assembly,  all  sectional  teachers  are  re- 
quired to  organize  and  conduct  their  schools  upon  the  plan  ex- 
hibited in  the  model  schools :  and  no  teacher  can  be  permitted 
to  substitute  any  method  essentially  different  therefrom. 
9th.  Every  sectional  teacher  is  to  be  instructed  in  the  prin- 
ciples and  operation  of  the  Lancasterian  System  of  educa^^'on 
by  attendance  at  the  model  school ;  to  be  admitted  by  an  order 
from  the  Board  of  Control, 
j  nth.  Inasmuch  as  corporal  punishment  has  a  tendency  to 
I  degrade  tlie  mind,  excite  wrathful  passions,  and  seldom  se- 
cures respect  and  cheerful  obedience,  it  should  never  be  re>ort- 
rd  to  but  in  cases  where  obedience  cannot  otherwise  be  com- 
i  luanded;  and  when  inflicted,  discretion  and  moderation  should 
be  observed. 

On  March  11th  the  President  was  directed  to  inquire  of 
J jan caster  what  day  he  would  be  ready  to  receive  the  section- 
al teachers,  and  on  March  18th  appears  this  record  on  the 
minutes:  "tiesolved,  that  Roberts  Vaux,  Joseph  Reed  and 
Tliomas  Stewcirdson  be  a  committee  to  make  tbe  nr'cessary  ar- 
raiigoiiient  ^\it.ll  Joseph  Lancaster  for  the  immediate  introduc- 
tion of  sectional  teachers  into  the  model  schools  for  instruc- 
tion in  the  system.  Resolved,  that  the  same  committee  attend 
with  the  sectional  teachers  at  the  Model  School.  Resolved 
that  copies  of  these  resolutions  be  communicated  to  Josepli 
Lancaster."  Thus  the  Board  planned  to  utilize  Lancaster 
while  they  had  him  engaged,  for  the  purpose  for  which  he 
was  engaged. 

Wickersham  states  that  Lancaster  remained  in  Philadel- 
phia in  the  employ  of  the  Board  of  Controllers  "for  several 
years"  (42:285)  and  Edmonds  (36:18)  implies  the  same  thing 
inasmuch  as  he  says  "In  1823  Lancaster  left  left  Philadelphia 
anrl  went  to  South  America,"  evidently  quoting  Wickersham 
who  also  says  that  Lancaster  went  to  South  America  in  1823 
(42:285).  But  both  writers  have  overlooked  the  fact  that  it 
was  from  Baltimore  and  not  from  Philadelphia  that  Lancas- 
ter went  to  South  America   (15:35).     In  fact  there  is  not  a 


LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA     53 

doubt  that  he  was  in  Baltimore  at  least  three  years  before 
the  South  American  invitation  first  came  to  him  in  1824 
(15:35).  for  in  1821  he  put  forth  an  edition  of  his  book  in 
Baltimore  (18)  in  which  he  states  that  he  has  decided  to  settle 
tlioi'f  ;i;nl  found  a  Lancasterian  Institute  (18:XI).  Further 
more  there  is  no  record  that  he  served  the  Board  of  Controll- 
-ers  more  than  six  months.  There  is  in  fact  very  striking  evi- 
dence that  he  did  not  do  so.  This  item  occurs  on  the  minutes 
of  March  18,  1819:  "Joseph  Lancaster  having  requested  to  be 
informed  whether  this  board  will  desire  his  services  after  the 
24th,  ^lay,  the  period  at  which  his  engagement  terminates  with 
the  Controllers, — Be  it  resolved  that  the  Board  consider  that 
from  and  after  the  24th  May  next  ensuing  the  further  ser- 
vices of  Joseph  Lancaster  will  not  be  necessary." 

Again  there  is  an  entry  on  the  minutes  under  date  of 
March  25,  1819  of  a  resolution  to  pay  Joseph  Lancaster  for 
services  as  teacher  of  the  Boys'  Model  School  in  full  to  the 
twenty-fifth  of  May  next, — $240,  and  the  balance  for  organ- 
izing the  Girls'  school  to  the  same  period  $250.  The  same  day 
John  Ely  of  the  Adelphi  School  was  elected  principal  of  the 
Boys'  Model  School,  and  on  May  27th  it  is  reported  that  he 
has  taken  charge  (22).  On  this  day  (May  27th)  occurred  an 
interesting  incident  which  is  further  conclusive  as  to  Lancas- 
ter's tenure  of  office.  The  Girls'  Model  School  was  without 
a  teacher  through  illness,  and  it  is  recorded  that  "Joseph  Lan- 
caster offers  his  services  for  ten  or  twelve  days  in  conjunction 
with  such  female  teacher  as  the  Board  of  Controllers  may  ap- 
prove of."  In  consequence  the  Board  "Resolved  that  Eliza 
Eastburn  l)e  for  the  present  entrusted  with  the  care  of  the 
Model  School  for  Girls  with  such  gratuitous  aid  as  Joseph 
Lancaster  can  fnniisb  niitil  otherwise  directed  and  that  the 
president  of  tlie  Board  make  communication  of  this  order  to 
Joseph  Lancaster."  After  this  action  had  been  taken,  Mr. 
Ferguson,  who  bad  boon  absent,  came  in  and  wa.s  reported 
present.  Before  the  meeting  closed  he  presented  the  follow- 
ing protest:  "Whereas  tbe  term  whidi  Joseph  Lancaster  was 
employed  as  a  model  teacher  expired  on  the  24th  instant  and 
whereas  Joseph  Laneastei-  has  expressed  a  wisli  to  remain  in 
said  school  for  some  time;  a  majority  of  the  Board  have  agreed 


54     LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA 

to  accept  his  services  aud  I  was  not  present  when  said  resolu- 
tion was  passed.  I  therefore  am  under  the  disagreeable  necessi- 
ty of  protesting  against  Joseph  Lancaster's  being  employed 
any  longer  either  for  pay  or  to  do  it  gratutitously  and  I  do 
most  solemnly  protest  against  the  foregoing  resolution. 

E.  Ferguson. 
May  27,  1819. 

There  is  no  further  reference  to  Lancaster  on  the  Minutes 
of  the  Board  for  fifteen  years ;  then  he  was  back  in  Philadel- 
phia for  a  short  time,  after  having  been  in  Baltimore,  South 
America,  Canada,    New  England,  and    elsewhere  (15).    As  a 
cause  for  his  comparatively  short  stay  in  Philadelphia  as  mod- 
el teacher  Salmon  states  that  there  was  constant  intercourse 
between  the  Quakers  of  the  old  world  and  of  the  new,  and 
I  quotes  Dunn  as  saying  that  "rumors  of  debt  and  of  discredit* 
I  able   pecuniary  transaction   in   England  soon  followed  him" 
I  (38:59),     all  of    which  is     very  probable.     Furthermore,     he 
I  seems  not  to  have  attained  the  highest  success  with  the  teach- 
ers under  his  instruction,  for  on  June  third  the  Board  passed 
a  resolution  "That  the  teachers  of  the  Model  School  be  and 
are  hereby  directed  to  pursue  impilicity  the  mode  of  instruc- 
tion directed  by  law  in  the  said  schools  and  in  a  knowledge 
of  which  they  have  been  instructed  by  Joseph  Lancaster.     Or- 
dered that  the  Secretary  be  requested  to  furnish  John  Ely  and 
Elizabeth  Eastburn  with  the  above  resolve." 

In  Lancaster's  reference  to  Philadelphia  after  he  was  in 
Baltimore,  he  commends  very  highly  Thomas  Scattergood  and 
Roberts  Vaux.  then  President  of  the  Board  of  Controllers. 
He  refers  to  Vaux  as  a  disciple  of  Scattergood  and  an  orna- 
ment to  the  city  and  his  country,  but  laments  the  fact  that  he 
(Vaux)  has  not  had  more  followers  of  Scattergood  to  record 
his  patriotic  endeavors,  else  "education  would  now  have  been 
in  a  different  state  in  Philadelphia  and  Pennsylvania."  He  ad- 
mits that  much  good  is  done,  though  not  one  half  of  what 
might  have  been  effected  with  "agents  fit  to  carry  the  design 
into  execution"  and  "committeemen  whose  souls,  like  Scatter- 
good, Vaux  and  some  others,  have  been  devoted  to  their  dutv 


LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA     55 

with  a  determination  to  exercise  the  zeal  of  patriots — and  act 
as  persons  having  the  eyes  of  men"  (18:XV), 

Notwithstanding  this  lament,  the  Controllers  continued  to 
report  excellent  things  of  the  schools  and  to  say  good  words 
1 )  for  tlie  system ;  although  the  failure  of  the  people  to  take  ad- 
j  vantage  of  the  opportunities  offered,  is  a  constant  cause  of  re- 
I  gret  and  complaint.     The  one  thing  urged  always  as  a  recom- 
'  mendation  of  the  system  is  its  great  economy  of  expense.     In 
the  first  Report  of  the  Controllers  issued  in  1819  it  is  pointed 
out  that  the  cost  of  educating  each  child  is  $3.57 — a  saving  of 
$7.43  over  the  old  system.    It  is  even  prophesied  that  ultimate- 
ly the  public  will  be  at  no  expense  at  all  save  for  the  first  cost 
of  buildings,  since  but  few  parents  would  need  to  be  excused 
from  payment  of  so  trifling  a  sum. 

On  ^larch  2nd.  1820  came  the  first  request  looking  toward 
the  establishment  of  colored  schools.  It  emanated  from  a  Com- 
'  ni'ttee  of  the  Abolition  Society  and  the  Controllers  appointed 
a  committee  of  one  member  from  each  section  to  confer  with 
tills  Committee  relative  to  the  matter.  The  report  of  the  Board 
Committee,  rendered  March  16th,  stated  that  the  application 
should  be  made  in  the  first  instance  to  the  sectional  board 
where  it  was  desired  to  establish  such  schools  (22).  The 
Minutes  of  the  First  Section  show  that  a  few  months  later, 
July  11,  1820,  the  Abolition  Society  requested  a  conference 
witli  a  committee  of  the  Directors  of  that  section  which  was 
granted.  This  Committee  on  the  thirtieth  of  the  next  January 
reported  that  the  Abolition  Society  was  willing  to  donate  the 
use  of  a  scliool  liouse  of  two  rooms  on  Clarkson  Street  for  the 
purposes  of  a  eolored  school  (21:67).  The  very  first  action 
on  this  matter  either  on  the  part  of  the  Controllers  or  of  any 
sectional  board  seems  to  have  been  taken  by  this  board  of  the 
first  section  at  its  own  option  when  it  appointed  Rev.  P.  F. 
]\Iayer,  Jost>ph  Reed  and  R.  C.  Wood  a  Commitlee  on  Dec.  3rd, 
1818  "to  enquire  into  the  legality  and  expediency  of  provid- 
ing for  the  free  education  of  poor  pcisons  of  color  in  the  prin- 
ciples of  the  Lancasterian  system  (21  :12). 

On  I\[ay  29,  1821  the  Controllers  in  reply  to  a  communica- 
tion from  the  Directors  of  the  First  Section  said  that  "it  is 


56^)  LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA 

inexpedient  to  make  any  appropriation  for  the  education  of 
children  of  colour  that  would  operate  in  a  partial  manner 
only."  They  also  passed  a  resolution  directing  the  different 
assessors  to  report  to  the  Board  of  Controllers  the  number  of 
colored  children  in  their  respective  wards  and  districts — boys 
between  the  ages  of  six  and  fourteen  and  girls  between  the 
ages  of  five  and  thirteen  (21:79).  On  April  30,  1822  the  Di- 
rectors "Resolved  that  in  the  opinion  of  this  Board  it  is  expe- 
dient that  a  school  or  schools  for  the  free  instruction  of  the 
children  of  indigent  coloured  people  should  be  established  in 
this  section  as  soon  as  it  is  practicable,  and  that  a  committee 
to  consist  of  five  members  be  appointed  to  make  application 
to  the  Board  of  Controllers  for  an  appropriation  of  the  means 
necessary  to  carry  the  same  into  effect"  (21:112).  On  July 
9,  1822,  the  Controllers  decided  to  appropriate  $1200  for  a 
colored  school  in  the  first  section,  which  was  the  amount  the 
directors  had  asked  for  in  February  1821  (22).  After  this  ap- 
propriation  the  Directors  decided  on  July  31st.  1822,  to  fit  up 
the  old  Presbyterian  meeting-house  on  Mary  Street  for  a  col- 
ored Lancasterian  school.  They  elected  Henry  A.  Cooper,  who 
had  had  charge  of  a  similar  school  in  Burlington,  New  Jersey, 
to  be  the  teacher  and  opened  on  September  6,  1822,  with  199 
pupils  (21  :1 22-27).  The  reports  from  the  colored  school  were 
uniformly  of  commendable  intellectual  progress  and  good  de- 
portment, as  the  Annual  Reports  of  the  Controllers  will  attest. 

About  three  years  after  thi^i,  on  December  7,  1825,  the  Con- 
trollers received  a  communication  from  the  Directors  of  the 
first  section  embodying  a  resolution  "That  it  is  the  opinion 
of  this  board  that  it  is  expedient  to  establish  a  Lancasterian 
School  for  female  coloured  children."  The  response  was  a 
resolution  of  the  Controllers  "That  this  board  do  hereby  de- 
termine upon  and  authorize  the  establishment  in  the  first  sec- 
tion of  a  Lancasterian  School  for  female  coloured  children, 
and  will  furnish  the  directors  of  that  section  according  to 
their  request,  with  six  hundred  dollars  for  the  purpose  of 
carrying  on  said  school." 

On  March  23,  1836,  a  Lancasterian  colored  school  was 
authorized  in  the  second  section. 


LANCASTERIAN  SCHOOLS  IN   PHILADELPHIA  (  blj 

From  a  report  of  the  visiting  committee  to  the  Model 
school,  rendered  April  6.  1820.  nearly  a  year  after  Lancaster's 
withdrawal  we  may  get  a  glimpse  of  this  institution's  actual 
working  within  its  narrow  curriculum.  "On  the  morning  of 
our  appointment  two  of  the  committe  visited  John  Ely's 
school,  and  found  the  room  well  swept  and  clean,  the  Boys 
were  there  about  the  appointed  hour,  the  few  who  were  late 
by  way  of  punishment,  were  to  be  school  sweepers — After  the 
Boys  had  written  on  their  slates  we  examined  them,  many 
words  were  incorrectly  spelt  on  several  of  the  slates  in  all 
the  classes  who  wrote  words.  They  were  examined  in  the 
multiplication  table,  and  although  some  were  able  to  repeat 
it,  many  were  not — we  then  heard  the  first  classes  read  and 
spell  in  Books  which  they  had  not  before  used;  their  reading 
was  better  than  we  had  expected  and  we  are  o*  the  opinion 
their  spelling  was  equal  to  any  boys  we  have  ever  examined--- 
The  school  was  nearly  full,  and  upon  the  whole  we  found  more 
improvement  than  we  had  looked  for — We  privately  spoke  to 
the  Teacher  to  endeavor  to  get  his  Monitors  to  perform  their 
duties  with  greater  care  and  attention. 

Thomas  Stewardson  for 
himself  &  James  Ronaldson.'* 
Phiia.  4  mo.  6,  1820 

In  June  1821  a  committee  was  appointed  to  inquire  into 
the  case  of  a  boy  who  had  been  severely  whijjped  in  the  Model 
School.  The  teacher  reported  that  the  boy  iiad  been  obstinate 
under  punishment,  but  that  the  teacher  did  not  know  of  the 
severe  injury  else  h»'  would  not  have  inflicted  it.  The  result 
I  was  a  resolution  recorded  July  2rid  to  the  effect  that  "corporal 
[punishment  be  forbidden  in  the  Model  Schools,  unless  in 
cases  deemed  iudisinMisably  iieccs.sary.  and  then  it  shall  be  in- 
flicted with  moderation."  This  incident  may  account  in  part 
for  the  fact  that  on  October  first  the  Secretary  was  directed 
to  notify  John  Ely  that  his  services  would  not  be  needed  after 
January  1,  1822.  At  any  rate  on  November  5th  J.  L.  Rhee« 
was  elected  to  succeed  him.  and  ordered  to  attend  for  one 
month   previous  to  .January   first   the  Lombard   Street   School 


58     LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA 

"for  the  purpose  of  acquiring  a  correct  knowledge  of  the  Lan- 
casterian  system."  He  was  also  informed  "that  the  manual 
published  by  the  British  and  Foreign  School  Society  is  the 
guide  for  the  Model  School." 

The  failure  of  parents  of  poor  children  to  avail  themselves 
of  the  school  privileges  caused  the  Board  on  July  3,  1820  to 
resolve  to  prepare  an  address  to  the  parents  upon  the  subject 
which  it  was  later  decided  should  be  published  in  the  news- 
papers. This  was  but  the  first  of  a  number  of  similar  address- 
es issued  for  the  same  reason.  But  the  fame  of  the  Philadel- 
phia schools  was  abroad  already  in  the  state  and  in  his  mes- 
jsage  to  the  Legislature  in  1821,  Governor  Joseph  Heister  gives 
high  praise  to  the  school  system  and  the  school  sentiment  of 
Philadelphia.  He  says:  "For  the  establishment  of  schools  in 
which  the  terms  of  tuition  are  greatly  reduced,  and  in  which 
those  who  are  not  able  to  meet  the  expenses  are  taught  gratui- 
tously, the  citizens  of  Philadelphia  stand  pre-eminent.  Their 
schools,  established  under  different  acts  of  Assembly,  on  the 
Lancasterian  system  of  education,  are,  at  this  time,  preparing 
for  future  usefulness  five  thousand  three  hundred  and  sixty- 
nine  scholars,  many  of  whom  would  otherwise  be  permitted  to 
grow  up  in  ignorance,  and  become  a  prey  to  those  vices  of 
which  is  unfortunately  is  so  fruitful  a  source. 

"From  the  great  success  attending  the  introduction  of 
the  Lancasterian  system  of  education  in  the  First  School  Dis- 
trict, embracing  the  city  and  county  of  Philadelphia,  and  the 
representations  made  to  me  of  its  being  equally  successful  in 
some  of  our  sister  states,  I  think  it  worth  the  experiment  be- 
ing attempted  in  other  sections  of  the  state  as  far  as  it  can  be 
adapted  to  the  peculiarities  of  their  respective  situation  and 
circumstances"  (25(a)  :287). 

That  other  sections  of  the  state  were  planning  to  follow 
the  load  of  Philadelphia  is  shown  in  the  Third  Annual  Report 
of  the  Controllers  under  date  of  February  15,  1821,  where  it 
is  said  that  the  Board  has  learned  with  much  satisfaction  that 
at  ITarrisburg  and  Pittsburg  schools  were  about  to  be  estab- 
lished for  indigent  children  upon  a  plan  similar  to  that  in 
Philadelphia.     Accordingly  the  Controllers   call   attention   to 


LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA     59 

the  fact  that  the  law  under  which  they  operate  provides  that 
persons  from  all  parts  of  the  state  who  are  to  teach  in  such 
schools  shall  be  instructed  free  of  charge  in  the  principles  and 
conduct  of  the  Lancasterian  system,  and  they  invite  intending 
teachers  to  avail  themselves  of  the  privilege  (4:3). 

The  establishment  of  a  school  upon  the  Lancasterian  plan 
i)i  the  city  of  Lancaster  is  noted  with  great  pleasure  in  the 
fifth  report  issued  February  13,  1823,  because  the  teacher  had 
been  trained  in  the  Philadelphia  Model  School  (4:5).  There 
is  a  record  on  the  Minutes  of  October  7,  1822.  to  the  effect  that 
Alexander  Varion  had  been  sent  bj'^  the  Directors  of  the  Public 
Schools  of  Lancaster  County  to  acquire  a  knowledge  of  the 
system  and  that  he  had  been  admitted  into  the  ^lodel  School. 
Tie  is  doubtless  the  teacher  referred  to. 
j  The   increase   of  manufactories   employing  young   people 

and  the  consequent  decrease  in  school  attendance  caused  a 
suggestion  in  the  Fourth  Report  issued  in  February,  1822, 
which  is  probably  the  first  suggestion  in  the  state  of  both  com- 
pulsory attendance  and  a  child  labor  law:  "Without  wishine 
to  interfere  with  subjects  not  jierfectly  within  the  sphere  of 
its  ofTice.  the  Board  would  suggest  the  propriety  of  adopting 
Ruch  legal  restraints  as  should  prevent  the  employment  of  chil- 
dren in  manufactories  until  they  shall  have  had  an  opportuni- 
ty to  obtain  the  rudiments  of  education  in  the  Public  Schools, 
or  re(|uire  the  proprietors  of  all  establishments  of  the  kind  al- 
luded to.  to  furni.sh  moral  and  scholastic  instruction  to  the 
t'hildren  engaged  in  these  de])artnients  of  industry"  (4:4). 

Tn  the  sixth  Report  it  is  rf>mark<'d  that  the  perfoetion  of 
the  plan  of  mutual  in.strnction  materially  dtq»»'nds  upon  a 
qualification  for  goveriimcMit  in  thost^  who  conduct  such  estab- 
lishments; by  this  however,  it  is  not  intended  to  commend 
harsh  measures  of  discipline  to  which  tlie  system  is  rather 
averse  (4:6). 

Mention  is  made  in  the  next  report  of  the  fact  that  the 
Board  had  applied  to  the  Legislature  for  permi.ssion  to  make 
for  the  poor  children  residing  along  the  whole  of  the  city  west 
of  Broad  street  such  provision  as  is  made  for  the  children  of 
other  similar  sections,  owing  to  their  distance  from   the  liaii- 


60    LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA 

cagterian   schools     and   "other   unfavorable     circumstances" 
(4:7).     The  memorial  to  the  Legislature  which  is  spread  on 
the  minutes  of  January  11,  1825,  recites  that  "there  is  a  con- 
'i  siderable  portion  of  the  western  quarter  of  the  city  in  which 
1  a  number  of  poor  children  reside  who  are  too  distant  from  the 
\  public  schools  to  be  there  taught.     By  the  existing  laws  your 
memorialists  have  no  power  to  determine  upon  the  establish- 
ment of  any  schools  except  on  the  Lancasterian  system,  and 
the  population  of  the  district  before  referred  to  is  not  suffi- 
ciently dense  to     justify  the  establishment  there  of     such  a 
school."    Then  follows  a  request  that  the  directors  be  permit- 
ted to  send  the  children  to  other  schools  in  the  neighborhood. 
There  seems  to  be  continuous  reason  for  complaints  of  par- 
;   ents  who  permit  their  children  to  run  the  streets  instead  of 
I  sending  them  to  school,  and  legislative  action  is  urged  for  this 
■  as  for  the  evils  of  child  labor  (4:7-8).     In  the  eighth  Report  a 
comparison  is  made  between  the  cost  of  educating  the  children 
of  the  Lancasterian  schools  and  those  of  the  country  schools 
under  the  care  of  the  Board.     While  the  cost  of  each  child  in 
the  latter  school  averages  $0.45,  the  average  cost  of  the  former 
is  still  less  than  $4.00,  which  is  said  to  be  "a  powerful  argu- 
ment in  favor  of  the  system  of  mutual  instruction,  and  with 
other     advantages  may  induce     the  directors  of    the  country 
sections  to  establish  Lancasterian  schools  in  their  parts  of  the 
country  where  the  population  is  dense"  (4:8). 
.  Nevertheless     everything  does  not     seem  to  have     gone 

;  smoothly  with  the  system.  The  teachers  themselves  do  not  ap- 
pear to  have  been  whole-heartedly  for  it,  as  is  evidenced  by 
Buch  records  as  that  of  December  6,  1823  when  it  is  "Resolved, 
That  a  committee  be  appointed  to  consider  and  report  what 
measures  may  be  proper  to  adopt  to  secure  a  more  vigorous 
administration  of  the  Lancasterian  system  in  this  district." 
The  committee  appointed  was  John  Wurts.  Jacob  Justice  and 
Andrew  Hooton.  About  two  years  later,  October  12,  1825, 
J.  L.  Rhees  of  the  Model  School  sent  a  communication  to  the 
Board  containing  suggestions  of  improvements  in  the  Lancas- 
terian system.  It  was  "received,  read,  and  referred  to  the 
Visiting  Committee  for  the  current  month."     Exactly  a  year 


LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA     6l) 

later,  October  11,  1826,  Rhees  asks  for  an  increase  of  salary 
and  for  permanent  monitors.  To  grant  the  latter  would  of 
course  mean  to  confess  the  failure  of  the  system.  The  matter 
was  referred  to  a  committee  consisting  of  Messrs.  Dunlip. 
Richards  and  Justice.  Their  report  rendered  December  20, 
1826  states  that  "Their  investigation  has  resulted  in  a  convic- 
tion that  the  present  arrangement  and  mode  of  conducting  the 
Laucasterian  school  specially  entrusted  to  this  board  [the 
Model  School],  is  susceptible  of  great  improvement.  The  ob- 
jjection  to  that  i)art  of  its  administration  now  confided  to  moni- 
jtors  taken  from  the  body  of  the  school,  is  of  long  standing,  and 
lis  confirmed  by  the  observation  of  almost  all  of  those  engaged 
in  its  superintendance,  and  your  committee  is  fully  satisfied 
that  a  school  of  300  pupils,  which  depends  solely  on  its  own 
'classes  for  monitors,  cannot  attain  to  that  ample  and  efficient 
usefulness  of  which  this  admirable  system  is  capable.  The 
tender  age,  intimate  association,  sameness  of  i)ursuits  and 
I  pastimes,  and  i>erfect  ecjuality  out  of  doors,  all  unite  to  deprive 
[these  childish  tutors  of  that  influence  and  authority  in  ichool 
which  is  re({uisite  for  the  maintenance  of  discipline,  and  a  pro- 
per attention  to  the  routine  of  instruction.  The  tt-m-her  ii 
thus  left  with  an  enormous  school  upon  his  haiuLs,  and  often 
finds  his  labours  rather  augumented  than  iliminished  by  the 
pretended  assistance  of  these  boyish  adjuncts.  Exceptiong 
sometimes  occur  and  valuable  monitors  are  found  in  the  class- 
es, but  their  manifest  superiority  and  brief  continuance  in  the 
school  furnish  very  strong  arguments  in  favour  of  the  plan 
presented  l)y  your  teachor.  viz;  that  of  engaging  permanent 
monitors  of  an  age  s<inu'whut  above  that  of  tiie  majority  of 
the  pupils,  and  by  i)rop('r  inducements  securing  their  con- 
tinuance in  the  empl«»yment  f(»r  a  certain  term.  Yonr  commit- 
tee believes  that  this  may  be  attained  at  a  very  mod. 'rate  ox 
pense  to  the  Hoard,  and  with  decided  advantage  to  the  school 
Several  plans  have  been  suggested,  but  the  Committee  prefer 
the  following:  to  engage  namely,  four  boys  of  about  the  age  of 
fifteen,  who  shall  enter  into  an  agreement  to  remam  thrcf 
years,  and  perform  the  duties  of  general  monitors  in  the  Model 
School  during  that  period.     As  a  powerful  inducement  and  as 


62     LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA 

a  compensation  for  their  services,  it  is  proposed  to  offer  them 
the  advantage  of  an  education  at  the  High  School  of  the  Frank- 
lin Institute  during  this  term  of  three  years,  and  to  furnish 
them  with  a  suit  of  clothes  or  a  moderate  sum  of  money  per 
annum.  The  teacher  of  the  Model  School  expresses  a  belief, 
in  which  this  committee  concurs,  that  two  monitors  of  this 
description  on  duty  in  the  school,  in  addition  to  the  present 
class  monitors,  would  be  sufficient  to  secure  perfect  order  and 
attention,  and  to  maintain  strict  discipline,  thus  allowing 
them  to  attend  the  school  of  the  institute  in  alternate  weeks. 
The  expense  of  that  school  where  this  board  would  only  be 
charged  with  two  pupils,  would  be : 

Tuition — per  annum  $56.00 

Books  for  their  studies  there,  about         10.00 
Clothes  or  money  about  $25  each  100.00 


Total  cost  to  the  Board  of  four  monitors  $166.00 

"Monitors  thus  engaged  and  secured  to  the  Board,  it  is 
believed  would  contribute  in  an  extraordinary  degree  to  the 
improvement  and  usefulness  of  the  school.  They  would  hold 
a  standing  detached  from  and  superior  to  the  mass  of  the  pu- 
pils,— consequently  would  possess  a  superior  degree  of  authori- 
ty over  them ;  the  tenure  of  their  office  would  depend  upon 
their  faithful  discharge  of  its  duties; — The  compensation  would 
offer  a  sufficient  inducement  for  zeal  and  activity;  their  long 
continuance  would  beget  perfect  familiarity  with  the  system, 
and  whilst  it  enhanced  the  utility  of  our  school  as  a  seminars 
for  Lancasterian  teachers,  would  hold  out  strong  encourage- 
ment to  the  sub-monitors  of  our  school  to  accomplish  them- 
selves for  their  situation  and  thus  gain  admission  to  a  higher 
course  of  education.  These  are  some  of  the  considerations 
which  have  led  your  committee  to  their  present  conculsion, 
and  upon  which  they  recommend  it  to  the  Board. 

"The  committee  respectfully  recommend  Uie  adoption  of 
the  following  Resolution : 

"That  a  committee  be  appointed  with  authority  to  enter 
into  arrangements,  to  engage  four  monitors  for  the  Boys  de 


LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA     63 

partment  of  the  Model  School  uixm  the  plan  and  terms  con- 
tained in  the  foregoing  report. 

T.  Dunlap  ] 

Philadelphia,  Dec.  20,  1826.        B.  W.  Richards   [  Committee. 

Jacob  Justice       J 

This  resolution  after  some  consideration  was  laid  on  the 
table,  but  on  January  9,  1827,  the  Report  and  Resolution  were 
adopted  and  the  same  Committee  appointed  to  engage  the  four 
permanent  monitors.  Thus  under  the  guise  of  a  recognition 
of  the  system,  the  fundamental  principle  of  monitorial  instruc- 
tion was  really  undermined. 

About  a  month  after  this,  on  February  22nd,  the  ninth  An- 
nual Report  was  issued,  which  is  the  first  one  to  mention  a 
possible  defect  in  the  system  as  such,  although  the  minutea 
have  revealed  to  us  the  growing  conviction  that  the  adopted 
plan  of  education  had  deficiencies  which  its  sponsors  were  re- 
luctant to  admit.  The  report  alluded  to  says  that  the  Board 
has  bestowed  much  thought  upon  the  subject  of  improving  the 
schools  of  mutual  instruction.  It  was  doubtless  written  by  Mr. 
Vaux  who  was  a  sincere  champion  of  the  system  to  the  last, 
and  while  of  necessity  admitting  some  shortcoming,  the  report 
appears  to  minimize  it  saying,  "The  principal  defect  appeared 
to  be  the  incompetency  of  monitors  for  the  higher  classes;  the 
pupils  who  wore  (jualified  for  these  stations  after  having  reach- 
ed the  ultimate  point  of  instruction  prepared  to  be  given,  and 
no  longer  deriving  advantage  were  withdrawn  from  the 
schools,  thereby  leaving  them  without  suital)le  (jualified  a.ssis- 
tants"  (4:9).  It  is  stated  however  that  a  plan  is  being  tested 
in  the  Model  School  to  n-medy  this  def»'ft.  In  the  next  Report 
it  is  explained  that  this  cxpfrimcnt.  which  involved  furni.shing 
several  permanent  monitors  better  t'dueatt'd  than  tiiosc  u.sual- 
ly  employed  in  that  service,  lias  been  amply  made  and  is 
recommended  to  the  attention  of  the  respective  sections.  It  is 
further  said  that  the  credit  for  the  improvement  belongs  to 
William  Augustus  Muhlenberg,  a  director  of  the  .school  at  Lan- 
caster, Penna..  who  had  introduced  it  there  (4:10^.  This  Re- 
port, the  Tenth,  also  calls  attention  to  the  fact  that  during  the 
preceding  year  the  Principal  of  the  Model  School  had  prepared 


64    LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA 

a  short  but  comprehensive  Manual  of  the  Laneasterian  sys- 
tem which  had  been  printed  by  the  Board  for  the  schools  of 
the  district  and  could  be  furnished  very  cheaply  for  use  in 
other  parts  of  the  state  (22:9-11-1827). 

The  use  of  the  permanent  monitors  was  not  long  allowed 
to  go  unchallenged  by  the  conservative  advocates  of  the  Lan- 
easterian plan.  On  August  11,  1829  it  was  "Resolved,  That 
the  expediency  of  continuing  the  present  system  of  permanent 
monitors  be  referred  to  a  committee  to  consider  and  report 
thereon,"  and  on  March  9,  1830  it  was  "Resolved,  That  the 
system  of  Permanent  monitors  in  the  Model  School,  and  such 
other  schools  as  may  have  employed  them,  be  discontinued; 
and  that  the  Secretary  give  three  months  notice  hereof  to  the 
persons  employed  as  such  in  said  schools;"  but  the  Secretary 
was  directed  not  to  give  said  notice  until  after  the  next  stated 
meeting  of  the  Board.  On  April  13th  came  a  remonstrance 
against  discontinuing  the  tutor  in  the  Model  School,  from  J. 
L.  Rhees,  the  principal.  This  was  laid  on  the  table  and  the 
Secretary  directed  to  continue  to  withold  the  notice.  This 
remonstrance  seems  to  have  been  effective  until  May  10,  1831, 
when  it  was  decided  to  make  no  further  allowance  for  any  as- 
sistant teacher  in  the  Model  School.  Meantime  a  request  had 
come  from  the  first  section  on  April  12,  1831,  recommending 
to  the  Controllers  an  appropriation  of  One  Hundred  Dollars 
for  the  salary  of  one  assistant  or  monitor  in  each  of  several 
schools.  The  directors  were  referred  to  a  resolution  of  the 
Board  passed  December  14,  1830  to  the  effect  that  no  allowance 
be  made  for  any  assistant  teacher  except  when  both  sexes  are 
taught  by  the  male  teacher,  and  the  request  was  accordingly 
not  granted. 

One  of  the  features  of  the  Laneasterian  method  as  devised 
by  its  author  was  an  elaborate  system  of  rewards  in  the  shape 
I  of  tickets  and  prizes  (38:11).  These  were  not  overlooked  in 
the  Philadelphia  Public  schools.  On  May  13,  1819  Joseph  Lan- 
caster had  addressed  a  communication  to  Roberts  Vaux  upon 
the  subject  of  "Library  Rules,"  "Rewards"  and  "Medals." 
It  was  read  and  a  copy  of  it  requested  for  the  use  of  the  Board. 
At  this  meeting  too,  a  resolution  was  passed  "that  the  amount 


LANCASTERIAN  SCHOOLS  IX  PIIILADELI'IIIA     60 

of  premiums  do  not  exceed  the  rate  of  Ten  Dollars  a  year  to 
the  hundred  children  that  actually  attend  the  schools."  On 
June  16,  1820  the  Directors  of  the  first  section  appointed  a 
"premium  committee"  (21:51).  There  is  a  rect)rd  on  Dectiin- 
ber  27,  1821  of  an  appropriation  by  the  Controllers  for  lOUU 
j  sheets  of  merit  tickets  and  on  January  8,  1828  occurs  the  item 
I  that  the  committee  on  merit  tickets  had  had  printed  1000  sheets 
j  of  red  and  white.  This  is  followed  by  a  resolution  on  March  1 1th 
"That  no  Ticket  shall  be  used  in  any  of  the  public  schools  of 
the  first  district  in  future,  in  payment  of  services  in  the  school, 
or  for  any  other  cause  than  good  deportment  and  superior  im- 
provement in  school,  and  that  the  children  entitled  to  pre- 
miums by  the  possession  of  the  requisite  number  of  Tickets, 
shall  not  receive  the  same  unless  they  shall  be  able  to  rept)rt 
the  mottoes  on  the  tickets."  On  June  4,  18:^6  premium  money 
was  abolished  by  resolution  of  the  Controllers.  "==- 

The  Lancasterian  schools  everywhere  were  usually  in- 
I  tensely  practical  in  tendency  and  this  manifested  itself  in  the 
:  female  schools  in  needlework.  Just  four  days  before  the  ter- 
mination of  his  engagement  Joseph  Lancaster  had  atldrcssed  a 
communication  on  this  subject  to  the  I'resident  of  the  Board 
of  Control  (22:5-20-1819).  Another  industrial  feature  c.f  the 
Philadelphia  schools  is  revealed  by  a  minute  of  January  10. 
1826,  where  it  is  stated  that  $50.00  shall  be  appropriated  for 
plaiting  straw,  in  the  first  section.  Tins  was  rrally  in  respons** 
to  a  request  from  the  directors  of  that  section  a  year  beHtn- 
(Jan.  11.  1825)  who  had  at  that  tiin(>  rccomincnded  "the  iiitn»- 
duction  into  the  female  school  iti  Lombard  Street  the  hraidiuir 
of  straw  for  the  benefit  of  .such  eliildreu  as  may  uhfain  the  con- 
sent of  their  parents  to  learn  the  same"  (22).  On  February 
24,  1827,  the  same  sum  was  again  given  for  straw  plaitiiig  to 
the  first  section  and  also  to  the  third  and  fourth. 

About  the  year  1827  the  subject  of  Infant  Sehodls  began 
to  be  agitated  in  Philadelphia  and  at  Ilarrisburg,  and  the  Leg- 
islature had  requested  the  Controllers  to  report  a  plan  for  the 
organization  and  support  of  such  schools.  The  Committee  of 
the  Board  to  whom  the  matter  was  referred  reported  on  De- 
cember 26,  1827  that  "upon  full  consideration  they  are  unani- 


66     LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA 

mously  of  the  opinion  that  no  plan  can  be  digested  for  the  an- 
nexing of  such  schools  to  the  present  Laucasterian  schools 
without  great  inconvenience  and  probable  injury  to  the  exist- 
ing system."  They  therefore  submitted  the  following  Resolu- 
tion which  was  adopted:  "That  it  is  the  opinion  of  the  board 
of  Controllers  of  the  Public  Schools  for  the  City  and  County 
of  Philadelphia  that  no  plan  can  be  suggested  for  connecting 
"Infant  Schools"  with  the  present  system  of  public  schools 
without  inconvenience  and  injury  to  the  latter,  and  that  the 
increased  expense  would  not  be  justified  by  any  probable  ad- 
vantage accruing  to  children  under  five  and  six  years  of  age, 
at  which  period  they  are  entitled  to  admission  into  the  exist- 
ing schools. 

Resolved  that  a  copy  of  this  resolution  be  transmitted  to 
each  branch  of  the  legislature  now  in  session,  accompanied  by 
a  notice  from  the  President  of  the  Infant  School  Society  al- 
ready instituted."  The  committee  was  Roberts  Vaux,  B.  W. 
Richards,  T.  Dunlap.  It  is  not  strange  that  they  could  not 
graft  the  Pestalozzian  Infant  schools  on  to  the  Lancasterian 
Schools  "'without  injury  to  the  latter,"  especially  when  ex- 
pense, not  the  child,  was  a  primary  consideration.  But  the  In- 
fant School  advocates  were  not  willing  to  let  the  mattei'  drop 
thus,  and  succeeded  in  having  an  act  passed  by  the  Legislature 
on  the  14th  of  April  1828  establishing  Infant  Schools,  which 
act  was  the  basis  of  a  resolution  offered  by  Mr.  Richards  on 
September  9th,  "That  it  is  expedient  for  the  Controllers  of 
Public  Schools  to  provide  for  the  establishment  of  Infant 
Schools  under  the  act  of  Assembly  passed  the  14th  day  of 
April,  1828.  The  whole  matter  was  however  postponed  again 
and  again,  until  on  Decemebr  8,  1829,  the  Committee  on  Infant 
Schools,  having  been  continued  from  time  to  time  because  of 
the  serious  consideration  needed  in  reporting  upon  a  subject 
"involving  a  very  important  change  in  the  existing  system," 
finally  reported  their  belief  "that  the  system  of  infant  schools 
may  be  engrafted  on  the  present  plan  of  public  education  with 
great  advantage  to  the  community"  and  submitted  a  resolu- 
tion for  tlie  establishment  of  such  schools  for  children  under 
five  years     of  age.         This     Committee  was    Thomas  Dunlap, 


LANOASTERIAN  SCHOOLS  ON  PHILADELPHIA     67/ 

John  L.  Woolf,  and  Joiin  Warner.  Tlieir  report  was  unani" 
mously  adopted  and  ordered  published  in  the  newspapers.  It 
is  probable  that  the  committee  owed  something  to  Rev.  M.  M. 
Carll  who  as  early  as  September  \),  1828  had  written  the  Board 
relative  to  a  plan  to  "connect  Infant  Schools  with  tlu*  schools 
now  in  operation."  In  fact  the  minutes  show  tliat  iiis  was  tlu- 
plan  ultimately  adopted  in  1832  (22).  It  does  not  appear  how- 
1  ever  from  the  Minutes  that  infant  schools  were  opened  by  the 
1  Board  before  1832,  when  it  is  noted  on  November  13th  that 
the  Infant  Model  School  opened  on  the  first,  and  is  filled. 

"The  Society  for  the  Promotion  of  Public  Schools"  form- 
ed in  1827  in  Philadelphia  with  branches  throughout  the  state 
to  promote  "Education  throughout  the  State;  by  encouraging 
the  establishment  of  public  schools  in  which  the  elementary 
branches  of  education  shall  be  taught  in  the  respective  coun- 
ties," had  a  membership  of  250  soon  after  its  organization  and 
conducted  a  wide  correspondence  not  only  with  it.n  own  mem- 
bers but  with  other  influential  citizens  in  every  district  of  the 
state  (32:1:297). 

On  April  12.  1828,  a  coniniittee  of  this  Society  consisting 
of  Roberts  Vaux,  John  Wurts,  William  B.  Davidson  and 
George  W.  Smith  made  a  report  to  this  society  on  the  "State 
of  Education  in  Pennsylvania"  in  wliich  it  was  pointed  out 
that  the  inherent  defect  of  the  then  law  was  that  it  compelled 
parents  to  wear  the  badge  of  pauperism  if  they  availed  them- 
selves of  its  provisions  (12)  which  many  deserving  ones  would 
not  do.  Tlie  rej)ort  also  sets  forth  that  the  Legislature  has 
refused  to  furnish  a  system  of  common  elemrntary  scliooh 
despite  th<^  intent  of  the  Constitnhon,  ;is  well  as  petitions  and 
messages  of  the  (}ov«'rnors. 

There  can  be  no  doubt  that  this  Committee  of  winch  .Mr 
X'anx  was  diainnan  had  discovered  the  ii:horent  defect  in  the 
law  which  a  similar  committee  of  whi<'h  he  had  also  hoou 
chairmrtii  had  been  instrumental  in  pa.ssing  (Chapter  V).  Tlif 
former  Committee  had  exj)ected  so  many  benefits  to  flow  from 
the  legal  adojition  of  Lancaster's  system  that  it  had  «Joubt!ess 
|)ut  too  little  emphasis  upon  making  the  sclioi>ls  what  tliey 
knew  they  should  be — public  schools,  not  for  the   poor,  but 


68     LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA 


I'or  all  children.  But  such  had  not  been  the  legal  provision, 
and  the  Lancasterian  system,  whatever  its  inherent  shortcom- 
ings, had  to  bear  the  odium  of  being  a  pauper  system,  and 
was  doubtless  therefore  blamed  for  failures  not  its  own. 

It  was  not  until  the  legislative  session  of  1833-34  that  the  .^~ 

Society  for  the  Promotion  of  Public  Schools  succeeded  in  hav-  "^  ';" 
ing  the  above-mentioned  legislative  defect  remedied  and  then 
the  Lancasterian  system  had  too  short  a  lease  of  life  to  show 
what  it  could  do  when  freed  from  the  trammels  of  a  pauper 
law.  It  is  not  likely  hov/ever  that  it  could  have  vindicated 
itself,  for  it  was  born  of  poverty  and  poverty  was  ever  its  best 
excuse  for  being. 

On  May  12,  1829,  a  communication  was  received  by  the 
Controllers  from  the  directors  of  the  sixth  section  embodying 
the  report  of  a  committee  of  themselves  which  had  been  ap- 
pointed to  establish  a  Lancasterian  school  "as  near  the  center 
of  Germantown  as  possible."  This  committee  had  rented  the 
building  on  Bristol  Lane  formerly  occupied  by  the  Methodists 
as  a  meeting  house  and  appointed  ''Francis  W.  Bockius  (who 
brought  us  a  certificate  of  being  duly  qualified,  from  J.  L. 
Rhees,  Principal  of  the  Model  School)  as  our  teacher  at  a 
salary  of  $500,  for  one  year,  he  to  be  at  the  expense  of  furnish- 
ing a  female  teacher  to  instruct  the  girls  in  needle  work,  etc. 
such  as  shall  be  approved  by  us." 

Reuben  Haines       ] 

Joseph  Bockius      J  Committee 

The  Directors  accepted  the  action  of  their  committee  and 
asked  approbation  of  the  Board  of  Control  which  was  given 
in  a  resolution  passed  May  12th.  It  was  further  "Resolved, 
That  the  sixth  section  be  furnished  with  such  school  books 
and  other  articles  now  on  hand,  as  may  be  necessary  towards 
establishing  the  new  school  in  Germantown." 

The  Germantown  school  had  been  in  operation  about  sev- 
en years  when  on  April  12,  1836,  the  directors  of  the  sixth  sec- 
tion again  sent  to  the  Board  of  Control  a  resolution  which 
they  had  passed  on  April  5th  at  the  house  of  Benjamin  Shroy- 
er:  "Resolved  that  in  consequence  of  the  increasing  dissatis- 
faction of  the  citizens,  and  the  difficulty  of  obtaining  at  any 


>. 


LANCASTERIAN  SCHOOLS  IN   PHILADELPHIA     6.9 

particular  point  a  sufficient  number  of  scholars  to  fill  a  Lan- 
casterian  school,  this  Board  is  unanimously  of  the  opinion 
that  the  school  in  the  village  of  Gcrniantown  should  be  abolish- 
ed forthwith  and  that  the  controller  of  this  district  be  and  he 
is  directed  to  urjre  upon  the  Roard  of  Control  the  propriety  of 
its  immediate  abolishment." 

W.  H.  Stokes,  Sec'y. 

The  result  of  this  was  the  adoption  of  a  motion  "That  this 
Board  concur  with  the  Directors  of  the  sixth  section  and  that 
the  school  on  the  Lancasterian  system  at  Germantown  be 
closed  on  the  7th  May  ensuing."  * 

Just  exactly  three  months  before  the  Board  ordered  tl^e 
discontinuance  of  the  Germantown  School,  or  January  VI, 
18.36.  it  authorized  the  same  Board  of  Directors  to  establish  a 
Lancasterian  school  at  Manayunk.  On  October  14.  1833.  the 
Directors  had  asked  for  such  a  school  ther:^  and  on  Decern I'er 
10th  a  committee  made  a  favorable  report  upon  the  ro.|uest. 
but  no  action  seems  to  have  been  taken.  Later,  on  April  7, 
1835.  the  Sectional  Board  had  "Resolved  that  it  i?'  inexpe  litnt 
immediately  to  establish  a  Laneasterian  school  al  Manayunk" 
(19),  but  on  January  12.  1836.  a  committee  of  the  Board  ap- 
pointed to  confer  with  the  Directors  of  the  sixth  section  made 
:-eT>ort  that  "having  made  the  necessary  investi.^ation  they  are 
satisfied  that  the  establishment  of  a  Lanca.sterian  School  at 
Manayunk  will  riaterially  advance  the  interest  of  poor  child- 

•NOTE:  IN  the  Germantown  Indopcndcnt-Garett^  of  March  15  1907.  Is 
an  artlfle  on  tho  G<'rmnntown  Kanrastprinn  Rrhool  by  Mr.  J.  H.  Bocklua 
a  Rrnnrlson  of  Franrl.s  Bocklus.  the  first  and  only  teacher  of  this  school, 
who.sf  father  .Tosojih  Bockhis  was  the  flr!«t  controller  from  Oermantown 
to  be  seated  in  the  Board  of  Control.  Mr.  Bocklus  states  that  when  the 
Germantown  School  was  opened  the  sixth  seetlon  became  entitled  to  a 
rontroUer.  but  the  law  (fr.-intlnK  this  privilege  was  not  passed  until  1S31 
(1).  Reuben  Haines  was  elected  .July  i.  1S31.  by  the  Board  of  nirectom. 
but  havInK  deceased,  .Joseph  Bocklus  was  elected  on  November  28.  1R31  (19). 
Mr.  Bocklus  has  In  bis  possession  the  orlKlnnl  roll-book  of  thl«  0*r- 
mantown  School  which,  throujfh  his  kindness.  I  was  privileged  to  ae*. 
The  title  pape  and  some  later  papes  are  misslni;.  The  list  of  names  riv- 
en cover  the  period  from  1829  to  1S.12.  In  different  columns  are  nlven  th« 
name,  number,  time  of  «^ntry.  and  time  and  nason  for  leavlnit.  of  raeh  pu- 
pil enrolled.  The  earliest  enrollment  I  noted  was  June  22.  1829.  althouKh 
the  section  minutes  state  that  the  school  was  opened  June  8th.  when  1« 
hoys  w.re  present  ami  examined,  while  the  Rlrls  were  put  off  two  weoka 
longer.  A  transcript  of  tb-  ."M  r,.||  niMi.  nr.-.l  in  th.-  above  paper  March 
22,   1907. 


70     LAXXASTERIAX  SCHOOLS  IN  PHILADELPfflA 

ren  in  that  vicinity  and  at  the  same  time  promote  economy  in 
the  public  expenditures;  they,  therefore,  recommend  the  fol- 
lowing resolution  for  the  adoption  of  the  Board: 

Resolved,  That  the  Directors  of  the  sixth  section  be  autb- 
orized  to  make  the  necessary  arrangements  for  the  establisl;- 
ment  of  a  Lancasterian  school  at  Manayunk,  provided  the  an- 
nual expenses  of  the  same  shall  not  exceed  seven  hundred  dol- 
lars." • 

Morton  McMichael     ] 

Geo.  M.  Wharton       J  Committee 

The  Sectional  Board  Minutes  record  the  reception  of  this  com- 
munication on  April  18th.  at  which  time  the  consideration  of 
the  matter  was  postponed  until  June  6th  and  then  laid  on  the 
table  (19).  The  cause  of  this  lack  of  enthusiasm  does  not  ap- 
pear from  the  minutes  but  it  may  have  resided  partly  in  the 
financial  proviso  of  the  permission.  There  is  no  further  record 
to  show  that  the  school  was  ever  established. 

In  the  Eleventh  Annual  Report  of  the  Board  of  Controll- 
ers issued  on  February  25,  1829.  occurs  the  general  statement 
that  several  persons  of  both  sexes  have  acquired  a  knowledge 
of  the  Lancasterian  system  by  attending  the  Model  and  other 
schools,  and  are  now  candidates  for  employment  in  Pennsyl- 
vania, "in  many  of  the  interior  counties  of  which  an  increased 
degree  of  attention  has  lately  been  manifested  for  providing 
the  means  of  elementary  instruction."  In  the  minutes  of  the 
following  year  we  find  something  more  specific  on  this  point. 
May  11,  1830,  it  is  "Resolved,  That  the  teacher  of  the  male  de- 
partment of  the  Model  School  be  requested  to  report  by  the 
next  stated  meeting  of  this  board  the  number  of  persons  who 
have  attended  at  the  Model  School  during  the  last  two  years, 
with  a  view  to  obtain  instruction  as  Teachers  on  the  Lancas- 
terian system."  The  reply  is  spread  upon  the  minutes  of  Junt- 
8th  though  dated  the  1st.  "Gentlemen:  In  answer  to  the  reso- 
lution of  your  last  meeting  I  beg  respectfully  to  report  that 
since  January  1,  1828,  twenty-eight  gentlemen  have  had  their 
names  entered  to  obtain  a  knowledge  of  the  sj^stem;  some  of 
whom  are  successful  teachers  in  this  and  other  places  at  the 
present  time.  Some  of  them  have  not  yet  been  able  to  devote  suffi- 


LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA     71 

cient  time  and  attention  to  the  subject,  but  express  an  anxiety 
to  do  so  as  soon  a=>  possible;  and  to  their  calls  we  are  liable 
every  day;  others  have  obtained  certificates  and  are  waiting 
for  situations.  Of  the  number  above  named  8  were  entered  in 
1828,  13  in  1829  and  7  up  to  this  date  in  the  present  year.  In 
the  six  years  preceding  1828,  eleven  were  entered,  making  in 
the  whole  39. 

J.  L.  Rhees. 

On  December  19,  1831,  Roberts  Vaux  resigned  from  the 
Board  of  Controllers,  having  been  in  continuous  service  a.s  its 
President  since  the  organization  in  1818  (4:14).  His  early 
knowledge  of  the  Lancasterian  system  in  which  he  was  first 
interested  by  Thomas  Scattergood,  and  his  unwavering  ad- 
vocacy of  it.  found  fitting  climax  in  his  letter  of  resignation: 
"Long  and  attentive  observation  of  this  judicious  and  liberal 
plan,  assures  me  that  tlie  best  interest.s  of  society  are  intimate- 
ly connected  with  its  duration  and  expansion  to  meet  the  fu" 
ture  wants  of  the  city  and  county  of  Philadelphia."  The  Board 
replied  on  this  wise:  "Our  system  of  j)ul)lic  instruction,  so 
admirably  adapted  to  the  wants  and  circumstances  of  this  por- 
tion of  the  state  promises  in  its  present  matured  organization 
every  advantage  which  the  universal  diffusion  of  free  educa- 
tion can  effect: — to  its  permanence  and  faithful  administra- 
tion our  patriotic  citizens  look  forward  with  confidence  and 
hope,  and  your  col]«>agues  feel  convinced  that  your  important 
participation  in  orisrinating  and  conducting  this  invaluable 
work  will  long  continue  among  the  most  gratifying  remem- 
brances of  your  life"*  (4:14). 

In  the  last  educational  paper  he  ever  wrote  Dr.  \Vick«'r- 
sham  nearly  sixty  yeai-s  later  than  this,  names  seven  men  who 
were  first  among  the  immediate  founders  of  the  Penn-^ylvnnia 
svstem  of  free  schools.  In  the  order  in  which  their  work  was 
done  he  named.  ]^)bprts   Vnnx.  Cicorg*^   Wolf.  Samuel   Breck. 

•NOTK:  In  r«-a<lirK  Ou-  .M-.-  ...i.  -  l.y  H.'ury  C.  roohrnn  of  lom*  lecture* 
upon  the  Public  Si-hools  of  rhUrulrlplilti.  <IcMvfrr<l  by  Pr.  H»rt  Jn  th*  C*n- 
trnl  HlKh  School  In  1848,  I  mot  with  thr  ntntomrnt  that  th«>  Vnux  Xon^r 
had  hocn  put  upon  parchm>  n'.  and  dopodltrd  In  the  Arademjr  of  Fine  Arta; 
but  Mr.  Tras^k.  Assistant  Manajflnn  Dlroctor  assured  mc  that  no  surh  docu- 
mont  Is  In  the  possoshlon  of  the  Academy  now.  Thr  Coohran  note*  ar.« 
the  property  of  the  P«nn.iyhrrla  Historical  Socl«ty. 


72     TiANCASTERTAN  SCHOOLS  IN  PHILADELPHIA 

Thaddeus  Stevens.  George  Smith.  Joseph  Ritner  and  Thomas 
H.  Burroughs.  After  placing  him  in  this  company  he  refers  to 
Roberts  Vaux  as  "Philadelphia's  great  educational  reformer, 
her  foremost  citizen  in  establishing  Lancasterian  schools,  in- 
fant schools  and  the  institutions  for  the  deaf  and  dumb  and 
blind  and  President  of  her  Board  of  Education  from  1818  to 
183]"  (37:509). 

In  1834  Joseph  Lancaster  founder  of  the  system  was  in 
Philadelphia  again,  as  is  shown  by  a  note  on  the  minutes  of  the 
Board  of  Controllers  under  date  of  November  11.  that  a  com- 
inunication  was  received  from  him,  but  he  was  informed  that 
it  was  not  expedient  for  the  Board  to  comply  with  his  request 
(22).  What  the  request  was  is  not  mentioned,  but  it  was  prob- 
ably similar  to  the  one  he  is  said  later  to  have  made  in  New 
York.  Bourne  says  (35:174)  that  Lancaster  submitted  a  yjropo- 
sition  to  the  Executive  Committee  of  the  New  York  Society 
to  inako  an  experiment  with  forty  children  and  with  the  aid 
of  ten  others  as  monitors  to  teach  them  in  from  four  to  six 
weeks  to  read  and  spell  accurately.  This  was  after  his  being 
in  Philadelphia,  and  not  long  before  his  death,  which  occurred 
in  New  York  City  in  1838  just  after  he  had  visited  one  of  the 
schools  (35:172).  His  request  in  New  York,  says  Bourne,  also 
failed  to  meet  the  approval  of  the  Committee,  because  he  was 
reluctant  to  communicate  the  details  of  his  plan  or  permit  the 
committee  to  be  present  at  any  of  his  exercises.  The  Board, 
however,  on  the  committee's  recommendation  granted  him  the 
use  of  a  room.  The  Report  of  the  Controllers  for  1834  says 
that  the  Lancasterian  system  as  practised  in  Philadelphia 
"works  well  in  practice  and  continues  to  afford  in  its  present 
results,  as  well  as  in  its  capacity  for  unlimited  extension,  the 
most  cheering  prospects  to  the  friends  of  public  education." 
(4:16). 

In  1835  there  existed  a  "Pennsylvania  Association  of 
Monitorial  Teachers"  but  it  did  not  meet  with  the  favor  of 
the  Board  of  Controllers  for  it  is  recorded  on  April  14.  1835. 
in  view  of  the  reception  of  a  constitution  of  the  said  society, 
that  while  the  Board  does  not  wish  to  interfere  with  the  per- 
sonal improvement  of  the  teachers  it  "does  not  desire  their  aid 
in  the  general  regulation  or  superintendence  of  the  schools  in 


LANCASTERIAN   SCHOOLS  IN    PIITLADKLPHI A     T.\ 

nny  way  or  of  the  monitorial  system  of  instruction."  To  this 
the  J  ssociation  replied  in  a  comnninication  received  June  9th 
that  it  disclaimed  any  disposition  to  interfere  with  the  buai- 
iie;s  of  tlie  l>(uird  and  t'xj)ressed  regret  that  its  intentions 
should  have  been  misunderstood  (22).  It  will  be  remembered 
that  James  Edward  had  orj^anized  a  similar  association  in 
1817. 

The  result  of  the  labors  of  the  Society  for  the  Promotion 
of  Public  Schools  has  already  been  hinted.  It  had  started  a 
campaign  in  opposition  to  the  prevalent  sentiment  of  the  day. 
It  is  t:  ue  the  Legislature  had  failed  to  establish  a  system  of 
common  elementary  schools  throughout  the  state  in  spite  of 
memorials  from  citizens  and  continued  messages  of  the  Gov- 
ernors (32:1:298).  but  there  was  not  the  opposition  to  the 
1  thought  of  state  education  for  the  poor,  which  developed  when 
j  it  became  a  matter  of  establishing  schools  for  all  children  by 
I  legislative  enactment.  However,  the  Society's  contention  that 
after  twenty  years  trial  pauper  schools  had  been  a  failure  in 
',  Pennsylvania,  as  they  had  been  in  Virginia.  South  Carolina 
'  and  other  states  (32:1:300).  found  n-ward  in  the  strong  plea 
of  Governor  Georf/e  Wolf  ir.  his  Hninial  message  to  the  Assem- 
bly in  1833  for  Universal  Education  "This  true  system  of  re- 
publican eouality  that  will  level  all  distinction  between  rich 
nnd  poor."  (25  (bl  :127).  The  result  of  this  Message  in  the 
Legislature  was  the  immediate  appointment  of  a  .loint  Com- 
mittee of  both  Houses  "for  the  i)urpose  of  digesting  a  system 
of  general  education  for  this  commonwealth  ('13:1:29).  This 
committee,  which  originated  in  the  senate,  had  as  its  chairnian 
Samuel  Breelc  of  Philadeli.hia  (30).  The  committee  addres-s- 
ed  a  letter  of  inqiiiries  to  the  Governors  of  the  various  states 
and  to  educators  throughout  the  state  and  country,  receiving 
many  interesting  and  excellent  replies  (30).  Amonpr  others 
tl'.ey  wrote  to  Roberts  Vaux,  of  Philad'^lphia.  who  follows  his 
first  letter  with  a  second  under  date  of  December  27.  1S3.3.  in 
which  he  says." Upon  reflection  I  find  that  in  my  letter  to  yon 
under  date  of  the  2r)th  inst.  1  omitted  to  mention  that  the 
Lancasterian  system  oT  instruction  is  in  the  most  succssftj) 
operation  in  the  city  and  coiinty  of  Philadelphia.  No  change. 
in  my  opinion  "iiu  be  ninde  to  advantage  here  in  this  respect. 


LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA 

T  devoted  fifteen  years  attention  in  the  organization  and  sup- 
r-rvision  of  this  system,  as  President  of  the  Board  of  Controll- 
ers of  the  public  schools  and  am  thus  enabled  to  express  a  con- 
fident opinion  concerning  its  utility"  (30:35).  This  was  not 
the  only  favorable  word  received  relative  to  the  Philadelphia 
system.  The  preceeding  April  the  Board  of  Controllers  had 
sent  a  memorial  to  the  Legislature  in  view  of  a  proposed  repeal 
of  the  law  under  which  they  operated,  protesting  against  its 
repeal  because  of  the  success  of  the  Lancasterian  system  and 
tlie  success  of  the  schools  under  the  law  of  1818.  (22:  April 
1833).  This  memorial  states  that  from  45,000  to  50,000  child- 
ren have  been  enrolled  in  the  Philadelphia  schools  since  the 
1  adoption  of  the  system;  that  nine  spacious  brick  school  build- 
iings  have  been  erected  and  others  rented  during  the  same 
period,  while  the  First  School  District  has  raised  and  appro- 
priated to  the  public  schools,  without  drawing  one  dollar 
from  the  general  treasury  of  the  state  a  sum  exceeding  $400,- 
000. — more  than  all  the  commonwealth  has  appropriated  to 
education  "during  the  last  half  century."  "With  such  suc- 
cess and  sue})  hopes  would  it  be  prudent  or  wise  to  annihilate 
this  system  at  a  blow  for  the  purpose  of  substituting  another, 
wliich  if  not  visionary  and  conjectural  is  at  least  of  untried 
and  doubtful  tendency."  (22:  April  1833). 

The  report  of  the  Joint  Committee  embodying  a  proposed 
bill  was  read  in  the  senate  January  22,  1834  (30)  and  in  the 
House  February  1,  1834  (13:11:567).  It  says,  "a  radical  de- 
fect in  our  lavv  upon  the  subject  of  education  is  that  the  pub- 
lic aid  now  given  is  confined  to  the  poor.  Your  committee 
jhas  taken  care  to  exclude  the  word  poor  from  the  bill,  mean- 
jing  to  make  the  system  general."  The  recommended  bill  which 
passed  both  Houses  almost  unanimously  and  became  a  law 
.Vpril.  1,  1834,  is  entitled  "An  Act  to  Establish  a  General  Sys- 
tem of  p]ducation  by  Common  Schools."  The  effect  of  the 
Philadelphia  appeal  is  shown  in  section  25  which  provides  that 
"so  mucli  of  any  act  of  the  General  Assembly  as  is  hereby  al- 
tered or  supplied  is  hereby  repealed  except  the  act  and  its 
supplements  now  in  operation  in  the  city  and  county  of  Phila- 
delphia entitled  'An  act  to  provide  for  the  education  of 
children  at  the  public  expense  within  the  city  and  county  of 


LANCASTERIAN   SCHOOLS  IN   PIIILADELIMIIA     l:^j 

Philadelphia.'  which  is  made  concurrent  with  the  provisions 
of  this  act,  and  is  in  no  wise  to  be  considered  as  altered,  amend- 
ed or  repealed"  (1).  Edmonds  quotes  Dr.  George  Smith  of 
Media,  one  of  the  members  of  the  Legislature  that  passed  the 
act  as  saying  that  the  members  regarded  it  as  correct  in  prin- 
ciple and  therefore  voted  for  it,  but  that  it  required  too  much 
machinery  to  put  it  into  operation  (3G:21). 

In  addition  to  this,  a  flood  of  protests  against  the  new  law 
greeted  the  next  Legislature  for  its  rejieal  and  a  return  to  the 
pauper  system  (13:1:593)  but  failed  of  success  largely  through 
the  well-known  effort  of  Thaddeus  Stevens.  A  concession  to 
the  popular  clamor  was  embodied  in  a  modifying  supplement 
to  the  act  which  did  not  however  destroy  its  efficacy  (13:1: 
897).  The  legislative  session  of  1835-36  pas.sed  on  June  13. 
1836  "An  Act  to  consolidate  and  amend  the  Several  Acts 
Relative  to  a  General  System  of  Education  by  Common 
Schools."  This  lav^•  contained  two  provisions  of  especial  in- 
terest to  Philadelphia.  They  were  embodied  in  an  amendment 
to  tlie  bill  proposed  in  the  Senate  on  June  third  by  Jesse  H. 
Burden  of  Philadelphia  (14:1:8721:  "That  the  Controllers  for 
the  city  and  county  of  Philadelphia  be  and  they  hereby  are 
authorized,  wherever  they  shall  think  yroper  to  establish  one 
central  high  school  for  the  full  education  of  such  [lupils  of  the 
public  schools  of  the  first  school  district,  as  may   po.s.se.ss  the 

requisite      (lualifications.      And      ju-ovided      further 

That  so  much  of  the  tenth  section  of  the  act  of  March  3.  1818. 
as  renders  the  exclusive  use  of  the  Lancasterian  .system  in  th«» 
first  school  district  obligatory  upon  the  Controllers  and  direc- 
tors, and  all  such  ])rovisions  (if  any)  in  the  said  act  and  th«' 
several  supplements  thereto,  as  limits  the  benefits  of  the  said 
pul)lic  schools  to  the  children  of  indigent  parents,  and  so  much 
of  any  act  as  is  hereby  altered  or  supplied,  be  and  the  same 
i.s  liereby  re])eab'<l ;  and  in  said  public  schools  all  children  over 
four  years  of  age  shall  be  ailmitted." 

This  anierulmeiit  einlxxlied  the  essential  features  of  a  reso- 
lution offered  by  .Morton  Mc.Michael  in  the  hoard  of  Controll- 
ers on  the  twelfth  (.f  .\i)ril  preceding  the  pa.s.snge  of  the  Act. 
Th's  resolution  was  to  the  elTect  that  ■the  President  of  t'le 
P.oanl   in  .on iiinction  with  a  committee  of  three  members  be 


76    LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA 

authorized  to  take  immediate  measures  to  obtain  the  passage 
of  an  act  of  Assembly  to  amend  the  present  School  Laws  by 
striking  from  them  everything  which  restricts  them  to  poor 
children,  or  which  renders  the  exclusive  use  of  the  Lancaster- 
ian  system  obligatory,  and  also  to  obtain  power  to  establish 
one  Central  High  School."  The  Committee  appointed  were 
George  W.  Justice,  Morton  McMichael  and  Andrew  Hooton. 
It  is  not  quite  clear  from  the  Minutes  just  what  brought  about 
the  change  of  sentiment  in  the  Board  from  three  years  before 
when  they  petitioned  against  any  change  in  the  Lancasterian 
system.  It  might  be  attributed  to  a  visit  of  the  Committee  on 
Primary  Schools  to  the  schools  of  New  York  and  Boston  "with 
a  view  to  the  introduction,  if  practicable,  of  any  improvements 
which  greater  experience  and  larger  practice  might  have 
created  in  those  institutions,"  especially  since  two  members 
of  this  legislative  committee,  Mr.  Justice  and  Mr.  McMichael 
were  also  members  of  the  visiting  committee,  whose  other 
member  was  T.  G.  Hollingsworth  (4:19);  but  this  committee 
was  not  appointed  until  May  10,  1836  (22).  It  is  more  likely, 
as  suggested  by  Dr.  J.  S.  Hart,  former  principal  of  the  Cen- 
tral High  School,  that  there  had  come  into  the  Board  at  this 
time  some  gentlemen  who  perceived  the  shortcomings  of  the 
Lancasterian  system  and  who  were  endeavoring  to  quietly 
shelve  it  (40:28)  .and  it  was  those  gentlemen  who  were  active 
in  the  formulation  of  the  legislative  petition  and  also  in  th'^ 
effort  to  profit  by  the  experience  of  other  cities.  This  conten- 
tion finds  support  in  an  address  of  ]\Ir.  Dunlap  delivered  in 
1851  (10).  The  gentlemen  named  by  Dr.  Hart  are  Thomas  G. 
Hollingsworth,  Morton  McMichael,  Thomas  Dunlap,  George  M. 
"Wharton  and  George  M.  Justice.  Their  names  he  rightly  says 
will  be  found  associated  in  the  minutes  of  the  Controllers  in 
every  important  movement  from  1832,  when  Mr.  Dunlap  was 
advanced  to  the  presidency  of  the  Board,  to  1840,  when  the 
new  system  had  received  its  complete  development.  "During 
I  this  period  the  schools  were  changed  from  pauper  schools  to 
common  schools,  intended  to  be  open  to  all,  and  adequate  to 
the  wants  of  all;  the  idea  of  teaching  by  unpaid  monitors  tak- 
en from  the  scholars  themselves  was  abandoned,  and  paid  as- 
sistant teachers  were  substituted ;  the  plan  of  employing  very 


LANCASTERIAX  SCHOOLS  1\   PHILADELPHIA     77 

larfjely  female  teachers  instead  of  male  teachers  was  intro- 
duced. The  schools  were  classified  so  as  to  form  a  retjular 
gradation  and  subordination  of  duties  and  studies;  and  lastly 
the  Central  High  School  was  established,  the  crowning  glory 
of  the  whole"  (40:28). 

We  have  already  noted  the  closing  of  the  Germantown 
Lancasterian  school  in  1836,  and  the  failure  of  the  Directors  of 
the  Sixth  section  to  avail  themselves  of  the  permission  granted 
to  open  one  in  Manayunk  in  the  same  year.  There  are  furth- 
er evidences  in  this  year  of  the  waning  of  Lancasterianism.  On 
November  eighth  a  committee  of  the  Controllers  was  appoint- 
ed to  report  on  the  expediency  of  emjUoyiug  one  or  more  as- 
sistant teachers  in  each  of  the  male  and  female  departments 
of  the  public  schools.  The  report  of  this  committee  recites 
that  the  committee  believe  it  impossible  for  the  large  number 
of  scholars  in  the  Lancasterian  Schools  of  the  District  to  be  in- 
structed by  a  single  person  with  good  results.  "When  the  at- 
tention of  the  teacher  is  necessarily  shared  by  numerous  and 
various  classes  the  amount  of  time  bestowed  on  each  is  in- 
adequate to  a  proper  advancement  in  their  studies.  Formerly 
it  was  thought  that  the  monitorial  system  supplied  the  absence 
of  assistant  teachers,  but  experience  has  shown  that  beyond 
those  children  who  are  acquiring  the  merest  rudimenta  of 
knowledge,  this  system  cannot  be  successfully  applied.  Per- 
sonal inspection  of  our  schools  as  contrasted  with  the  school* 
of  other  cities  has  satisfied  the  committee  that  the  advantage* 
which  the  latter  possess  arc  to  be  attributed  in  a  great  measure 
to  the  larger  number  of  teachers  employed  in  them.  Thr  utili- 
ty of  assistant  teachers  has,  the  committee  believe,  at  no  period 
been  doubt<'d  by  this  Hoard,  and  that  they  have  nt)t  been  intro- 
duced into  the  schools  iicretoforc  has  b«'en  rather  the  result 
of  a  prudent  economy,  than  of  any  other  species  of  objection. 

Ample  means  lieing  now  at   the  dis[>osal  of  the  Hoard, 

the  Committee  are  of  an  opinion  that  a  just  regard  for  the  in- 
terests of  the  schools  will  no  longer  admit  of  delay  on  this 
subject"  (22).  The  committee  recommended  the  employ- 
ment in  the  District  of  a  male  a.ssistant  at  a  salary  of  four 
hundred  dollars  per  year,  and  in  the  female  department,  two 
assistants  one  to  receive  two  hiindred,  the  other  one  hundred 


78     LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA 

dollars  per  year.  These  recommendations  together  with  oth- 
ers for  a  general  increase  in  teachers'  salaries  were  adopted  by 
the  Board.  In  the  next  Annual  Report  it  was  said  "The  in- 
troduction of  additional  teachers,  an  increase  of  compensa- 
tion and  a  different  distribution  of  labor  has  already  been 
^carried  into  effect  in  this  city,  tending  to  approximate  our 
schools  more  to  the  models  examined  in  those  cities  [Boston 
and  New  York]  and  above  all  to  dispense  in  part  at  least  with 
the  imperfect  aid  of  juvenile  monitors  taken  from  the  classes." 
(4:19).  A  year  later  it  was  reported  that  the  conduct  and 
condition  of  several  of  the  schools  had  been  essentially  changed 
by  the  employment  of  additional  teachers  at  suitable  rates  of 
compensation.  "At  the  commencement  of  the  monitorial  sys- 
tem here,  it  will  be  remembered  that  one  teacher,  aided  by 
monitors  from  amongst  his  own  pupils,  was  considered  suffi- 
cient for  the  care  and  government  and  instruction  of  three 
hundred  children.  The  fullest  experience  has  induced  the  Con- 
trollers to  question  the  efficiency  of  this  argument,  which  they 
think  cannot  be  defended  on  any  but  narrow  and  parsimonious 
views.  Whenever  a  crowded  school  existed  under  that  organi- 
zation, it  was  found  that  a  large  portion  of  the  scholars  rare- 
ly or  never  received  direct  instruction  from  the  master  himself, 
but  v.'as  thrown  entirely  under  the  care  of  juvenile  monitors, 
often  incompetent,  and  alwa^'s  indifferent  to  the  improvement 
of  their  fellows.  The  effort  now  made  is  to  furnish,  even  at 
considerable  increar.e  of  pay,  an  adequate  number  of  well  quali- 
fied teachers  to  a  suitable  proportion  of  scholars,  so  as  to  se- 
cure to  each  child  a  due  share  of  instruction  from  his  teacher. 

- — As  to  the  result  of  this  experiment  and  the  expediency 

of  making  it  general,  the  Controllers  reserve  a  positive  opinion 
until  time  and  practice  warrant  its  expression"  (4:20).  Up- 
on this  last  statement  an  Englishman  who  visited  the  schools 
about  this  time  remarks  that  they  do  well  to  reserve  a  posi- 
tive opinion  since  it  is  clear  to  him  that  an  increase  in  the 
number  of  adult  assistants  will  effect  but  little  unless  this  be 
accompanied  by  a  sounder  method  of  teaching  (43:281).  Not 
monitors  but  poor  teaching  was  the  fault  he  found  with  the 
schools  and  he  volunteered  the  advice  that  the  committee  of 
inspection  should  not  have  stopped  at  Boston  and  New  York, 


LANCASTER! AX  SCHOOLS  IN  PHILADELPHIA     7".) 

but  have  crossed  the  ocean  where  some  real  help  might  hav»' 
been  obtained.  11. s  rtasoiis  lor  the  failure  of  the  monitorial 
system  in  Philadelphia  are  at  least  worthy  of  notice.  He  men- 
tions irrej^ular  attendance,  ah)ng  with  the  unreasonable  pre- 
judices of  the  parents;  besides,  "another  obstacle  exists  in  the 
intractable  spirit  gtuierated  by  republican  institutions.  From 
what  I  saw  of  the  children  in  the  United  States,  I  do  not  be- 
lieve that  it  would  be  practicable  to  get  a  set  of  monitors  to 
work  over  hours  as  I  have  seen  them  work  in  England;  they 
would  not  submit  to  the  drudgery,  consetjuently  they  and 
their  country  lose  the  benetit  to  be  derived  from  it"  (43:282). 

The  Controllers'  Annual  Report  issued  in  1839  refers  to 
the  success  which  has  met  the  improvements  suggested  by  the 
Board  from  time  to  time.  "Thus,  the  change  in  the  monitorial 
system  as  originally  introduced  in  the  Lancasterian  Schools — 
the  release  from  many  of  the  trammels  and  impediments  of 
that  early  and  crude  plan — the  employment  even  at  greater 
expense,  of  assistant  teachers, — the  salutary  intluenee  of  fe- 
male teachers  in  aid  of  the  master  in  the  boys'  schools,  the  in- 
fant and  prinuiry  schools  at  one  end  of  the  scale,  and  the  noble 
completion  of  the  fabric  at  the  other,  by  the  establishment  of  a 
High  School,  presenting  facilities  for  full  academical  educa- 
tion, all  now  bear  the  seal  of  successful  and  triumphant  ex- 
periment" (4:21).  The  Report  claims  that  the  spread  of  educa- 
tion throughout  the  state  is  due  to  the  administrators  of  the 
system  in  Philadelphia  during  the  preceding  twenty  years.  The 
lu'l-ort  OL  1840  makes  clear  that  the  Lancasterian  system  has 
not  wholly  vanished  since  it  continues  to  itemize  the  school 
expenses  under  the  head  of  Schools  on  the  Lancasterian  Sys- 
tem and  schools  not  on  that  system  (4:22). 

From  this  time  on  however,  the  traces  of  the  old  system 
fade  out.  altiiough  even  in  1841  it  was  still  reported  that  the 
expense  per  scholar  was  but  four  dollars  a  year  (4:23).  The 
only  further  reference  which  the  Controllers'  Reports  give  to 
the  dying  system  is  to  note  the  passing  of  the  Chester  Street 
Model  School  into  a  Female  Normal  school  which  took  place 
in  1848  (4:30^.  In  1842  it  was  noted  that  since  the  Lancaster 
ian  system  of  teaching  had  been  disused  in  the  schools,  the 
Model  school  had  lu.t  aiiswerrd  its  purpose,  and  that  the  Cen- 


80    LANCASTBRIAN  SCHOOLS  IN  PHILADELPHIA 

tral  High  School  was  supplying  its  place  as  far  as  male  teach- 
ers were  concerned  (4:23),  and  this  conversion  of  the  Model 
School  into  a  Normal  school  was  but  the  logical  sequence. 

The  passing  of  the  Lancasterian  system  was  gradual.  It 
was  not  abolished  by  the  law  of  1836  as  is  sometimes  stated. 
That  law  merely  made  it  no  longer  obligatory,  and  when  it 
failed  to  meet  the  need  for  more  advanced  and  better  instruc- 
tion it  was  ''quietly  shelved"  in  a  "noiseless  revolution,"  to 
quote  from  Dr.  Hart.  He  says :  "Among  the  facts  which  stand 
out  in  bold  relief  in  the  early  history  of  Philadelphia  schools 
is  this :  that  the  plan  which  was  originally  adopted,  and  which 
was  kept  up  with  untiring  zeal  and  courage  on  the  part  of  its 
originators  for  a  period  of  fifteen  years,  turned  out  to  be  at 
length  a  complete  failure ;  an  absurd  mistake  from  beginning 
to  end;  and  that  the  schools  made  no  real  progress  until  a  new 
system,  involving  an  entirely  different  set  of  ideas  was  intro- 
duced" (40:28). 


LANCASTERIAN  SCHOOLS   IN    PlllLADKLPIlIA     81 


CHAPTER  VI. 
Conclusion. 

The  effect  of  the  law  abolishing  the  pjiiipor  principle  was 
immediately  shown  in  the  attendance  record.  The  Third  An- 
nual Report  of  the  Controllers  rendered  February  15,  1821  re- 
ported 5o69  children  in  attendance,  and  there  were  never  so 
many  reported  again  until  1834,  while  at  times  there  were 
scarcely  half  so  many  (4).  From  1834  however  the  increase 
continued  and  in  1840  there  were  18,000  children  reported  as 
under  the  Controllers'  care.  The  Lancastcrian  System  as  such 
however  could  not  be  blanied  for  the  poor  atteiulance.  Seized 
upon  in  the  beginning  by  charitable  associations  seeking  an 
economical  plan  for  educating  poor  chiUlrcn,  it  seemed  des- 
tined to  (continue  this  alliance  to  the  end;  and  with  the  aboli- 
tion of  pauper  schools  came  soon  the  disctuitimiance  of  their 
cHrly  iiuxiliary — the  Monitorial  System  . 

With  respect  to  the  value  of  Lancaster's  system  in  and  of 
itself,  the  enthusiastic  claims  of  Mr.  Vaux  may  be  compared 
with  the  strongly  sarcastic  ones  (»f  his  successor  Mr.  Dunlap. 
uttered  however,  some  years  after  lie  had  retired  from  the 
Roard.  At  the  commencement  exercises  of  the  Central  High 
School  in  February  18.')!  Mr.  Dunlap  speaking  of  conditions 
as  they  were  when  he  entered  the  Board  in  1824,  says:  "I 
found  (and  for  several  years  .saw  nothing  b«'tter)  seven  school- 
houses  coiitaining  fourteen  schools,  in  each  of  which  about  tw«> 
hundred  children  were  to  be  educated;  that  is,  imbued  witli 
valuable  learning,  and  trained  to  future  usefuliu'ss.  on  a  patent 
scheme,  the  visionary  hallucination  of  a  wild,  though  ptThajw 
benevolent,  enthusiast.  And  wiiat  wer(»  its  requirements,  iU 
j)romise^,  its  hoi>eful  macliinery?  It  formed  schools  where  the 
young  idea  was  to  l)c  developed  in  penmansliip  by  scratching 
with  sticks  in  the  s.iiHl-liatb,  and  showing  edm-ational  agility 
by  quickly  erasing  the  crow-tracks;  develojjed  into  arithmetic 
bv  the  doleful   simultaneous  chant  of  the  multiplicatiun  table 


82    LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA 

in  which  neither  school,  monitor,  nor  master  could  detect  one 
intelligible  sound,  developed  into  poetry  and  morals  by  howl- 
ing in  horrid  groans  certain  doggerel  ballads  or  Lancasterian 
hymns  {jchools  where  the  baby  of  five  was  the  all-sufficient 
teacher  of  the  baby  of  four,  save  that  the  latter  if  stoutest  gen- 
erally practised  more  successfully  in  flogging  his  monitor  than 
in  figuring  his  sand-boij]  and  where  but  too  often  the  master 
lounged  through  two  or  three  hours  in  the  morning,  and  as 
many  of  the  afternoon  in  gazing  down  upon  the  intellectual 
pandemonium  beneath  his  rostrum,  diversifying  his  education- 
al labors  by  not  infrequently  bringing  his  rattan  in  as  'thirds- 
man'  between  the  stout  baby  and  the  cowardly  baby  monitor. 

l^he  only  true  argument  ever  advanced  in  its  favor  was  its 
cheapness.  It  was  cheap,  very  cheap!  Sand  and  rattan  were 
its  chief  outlay,  and  on  every  principle  sand  and  rattan  were 
its  chief  returns '^^C 10). 

He  says  that ' '  In  spite  of  the  earnest  and  unremitted  pray- 
ers and  remonstrances  of  the  true  friends  of  education,  those 
who  held  the  reins  of  government  kept  the  fantastic  incubui 
in  the  saddle  for  eighteen  long  years"  (10:9). 

*'But  despite  timidity,  in  the  face  of  repelling  indifference, 
of  covert  opposition,  of  Mammon's  wailings  and  conservative 
forebodings,  in  the  face  of  absurd  theories,  monstrous  pro- 
jects, and  mean  and  selfish  clamors,  the  good  the  true,  the 
firm  perserved.  They  resolved  that  the  great  work  should  be 
done ;  they  implored  their  fellow  citizens  to  arouse  themselves. 
They  besieged  the  halls  of  legislation,  session  after  session 
with  renewed  supplication,  at  their  own  expense  of  time  and 
money,  until  their  wishes  were  accomplished,  their  object 
gained.  The  statute  of  1836,  which  was  almost  extorted  from 
the  lawmakers,  opened  a  new,  a  bright,  a  boundless  career  of 
usefulness  to  the  whole  system  of  public  education.  It  wiped 
off  the  stigma  of  pauperism  and  strangled  the  incubus  of  Lan- 

1  casterian  fooleries"  (10:11). 

'  One  has  to  wonder  whether  this  is  the  same  Thomas  Dun- 

lap  who  in  1833  signed  the  Memorial  of  the  Board  of  Controll- 
ers to  the  Legislature  asking  whether  it  would  be  "wise  or 
prudent  to  annihilate  this  system  at  a  blow"  (22).  Must  we 
conclude  that  he  signed  it  merely  in  his  official  capacity?    In 


LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA     81 

the  light  of  what  he  says  we  are  permitted  no  other  conolu- 
sion.  and  yet  it  is  to  be  remembered  also  that  he  spoke  in  the 
lipht  of  nearly  twenty  years  of  the  proved  benefits  and  su- 
perior advantages  of  the  new  plan,  which  in  1833  was.  in  the 
language  of  the  Memorial,  "if  not  visionary  and  conjectural, 
at  least  of  untried  and  doubtful  tendency." 

It  was  ever  the  fortune  of  the  Lancasterian  system  to 
stimulate  either  unrestrained  and  enthusiastic  praise  or  equal- 
ly vehement  abuse  and  condemnation.  The  defects  of  the  sys- 
tem are  easily  apparent  in  the  light  of  present-day  methods. 
We  are  more  likely  to  lose  sight  of  the  service  these  schools 
really  rendered  to  the  cause  of  education  in  the  City  and  State. 

This  service  Wickersham  probably  does  not  overestimate 
when  he  says:  "Doubtless  the  Lancasterian  Schools  served  the 
good  purpose  of  hastening  the  adoption  of  the  free  school  sys- 
tem by  preparing  the  way  for  the  heavy  taxation  the  support 
of  such  a  system  necessarily  incurs.  £They  did  more,  they 
awakened  thought  and  provoked  discussion  on  the  question  of 
education  in  all  its  aspects,  the  result  of  which  was  a  more 
enlightened  public  sentiment  on  the  subject.  In  addition, 
Philadelphia  and  Pennsylvania  are  deeply  indebted  to  Lan- 
casterinnism  for  another  thing.  [Jt  brought  with  it  the  idea  of 
the  necessity  of  trained  teachers,  and  this  idea  outlived  the 
system  of  which  it  was  a  part,  and  became  permanently  incor- 
porated into  the  educational  policy  of  the  City  and  State^ 
(42:288). 


BIBLIOGRAPHY 

Sources. 

1.  Acts  of  the     General  Assembly  of  the  Commonwealth     of 

Pennsylvania,  Ilarrisburg.     1818-1836. 

(a)  The  Several  Acts  of  A.ssembly  providing  for  the  edu- 
cation of  Children  at  Public  Expense  within  the  City 
and  County  of  Philadelphia.     Philadelphia.  1821. 
Printed  by  William  Fry,  No.  63  S.  Fifth  Street. 

(b)  Ditto.     1827.     Printed  by  William  Stavely,  No.  99  S. 
Second  St. 

(e)   Acts  of  Assembly  of  tho  Commonwealth  of  Pennsylva- 


84     LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA 

Ilia  relating    to  the  Public     Schools  of  the  City     and 
County  of  Philadelphia,  Philadelphia  1838.     Charles 
Alexander,  Printer. 
■    (d)   A  Digest  of  of  the  Acts  of  Assembly  relative  to  the 
First  School     District  of  the  .State     of  Pennsylvania. 
Published  by  authority  of  the  Board  of  Controllers. 
Philadelphia  1843.     Printed  by  Fayette  Pierson. 
(e)   A  Digest  of  the  Acts  of  Assembly  relative  to  the  First 
School  District     of  the  State  of  Pennsylvania.     Pub- 
lished by  order  of  the  Board  of  Controllers.     Phila- 
delphia    1852.     Crissy    &    Barkley     Printers.     Gold- 
smith's Hall,  Liberty  Street. 
.  (f)   Ditto.  1861. 

2.  Adephi  School.  Subscription  Book.  Philadelphia,  first 
month.  1810. 

3.  Annual  Reports  of  the  Board  of  Managers  of  the  Philadel- 
phia Society  for  the  Establishment  and  Support  of  Charity 
Schools.    Philadelphia  1829,  1834,  1836,  1837,  1838,  1842,  1859. 

4.  Annual  Reports  of  the  Controllers  of  the  Public  Schools  of 
the  First  District  of  the  State  of  Pennsylvania:  1818-1850. 

5.  A  Sketch  of  the  Origin  and  Progress  of  the  Adelphi 
School  in  the  Northern  Liberties  Established  under  the  Direc- 
tion of  the  Philadelphia  Association  of  Friends  for  the  Instruc- 
tion of  Poor  Children.     Philadelphia.     1810. 

6.  Aurora   General   Advertiser.      Philadelphia.      1816.      1817. 
1818. 

7.  Bell,  Andrew 

I\Tutual  Tuition  and  Moral  Discipline ;  or  Manual  of 
Instructions  for  Conducting  Schools  through  the 
Agency  of  the  Scholars  themselves.  Seventh  edition. 
For  the  Use  of  Schools  and  Families.  With  an  Intro- 
ductory Essay  on  the  Object  and  Importance  of  tho 
Madras  System  of  Education ;  a  brief  Exposition  of 
the  Principle  on  which  it  is  founded;  and  a  historical 
Sketch  of  its  Rise,  Progress  and  Results.  By  the  Rev. 
Andrew  Bell,  D.  D.  L.L.D.  F.  As.  S. :  F.  R.  S.  Ed. 
Prebendary  of  Westminister;  and  Master  of  Sher- 
hurn  Hospital,  Durham.  London.  Printed  for  G. 
Roake  31,  Strand.    1823. 


LANCASTERIAX  SCHOOLS   IX    PlllLADHlJMIIA     85 

«.     rampbell,  William  AV. 

Lifo  and  Writinprs  of  De  Witt  Clinton.     New   York 
Bakor  and  Soribncr.     1849. 

0.  Constitution  and  Laws  of  the  Philadelphia  Society  for  the 
Establishment  and  Support  of  Charity  Schools.  In- 
corporated September  8,  1801.  With  a  historical 
Sketch  of  the  Listitution  and  the  Life  of  Christopher 
Ludwiek.  Philadelphia.  1860.  By  order  of  the  So- 
ciety. 

10.     Dunlap,  Thomas 

Introductory  Address  at  the  Commencement  of  the 
Central  High  School,  February  12,  1851,  by  Thomas 
Dunlap.  Esrpiire,  Late  President  of  the  Board  of  Con- 
trol, Philadelphia.  Printed  by  order  of  the  Controll- 
ers of  the  Public  Schools.     1851. 

n.     Edinburfih  Review,  Vol.  XI.     Edinburgii  1808. 

12.  First  Report  on  the  State  of  Education  in  Pennsylvania 

made  to  the  Pennsylvania  Society  for  the  Promotion 
of  Public  Schools,  to  which  is  added  the  Constitution 
of  the  Society.     Philadelphia,     n.  d. 

13.  Journal  of  the  House  of  Representatives  of  the  Common- 

wealth of  Pennsylvania.     Harrisburg.     1832-36. 

14.  Journal  of  the  Senate  of  the  Commonwealth  of  Pennsyl- 

vania.   Harrisburg.     1832-36. 

lo.     Lancaster,  Joseph 

Ejiitome  of  Sonif  of  the  Chief  Events  and  Transac- 
tions in  the  Life  of  Joseph  Lancaster,  Containing  an 
Account  of  the  Rise  and  Progress  of  the  Lancftster- 
iaii  System  of  Education:  and  the  .\uthors  futun* 
Prospects  of  Usefulness  to  Mankind:  Written  by  Him- 
self, and  Published  to  Promote  the  E«lucation  of  his 
Family.  Xew  Haven.  Printed  for  the  Author  by 
Baldwin  and   Peck.     Sold  also  in   Xew  York  by  Car- 

vill  &  Co.,  Broadway ;  Francis.  Broadway:  and 

C.  J.  Gayler.  102  Water  Street.     ^^33. 

16.     Lancaster,  Joseph 

Improvements  in  Lducati(i:i  a.s  it  r<-spiM't.s  ih«-  liulu-*- 
trious  Classes  of  the  Community.  Edition  4.  Londou, 
1806. 


86     LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA 

17.  Lancaster,  Joseph 

The  British  System  of  Education,  Being  a  Complete 
Epitome  of  the  Improvements  and  Inventions  prac- 
tised at  the  Royal  Free  Schools,  Borough-road  South- 
wark,  by  Joseph  Lancaster,  London.  Printed  and  sold 
at  the  Royal  Free  School,  Borough  Road,  Southwark, 
by  Joseph  Lancaster :  and  by  Longman  and  Co.  Pat- 
ernoster Row.     1810. 

18.  Lancaster,  Joseph 

The  Laneasterian  System  of  Education,  with  Improre- 
ments,  By  its  Founder,  Joseph  Lancaster,  of  the  Lan- 
easterian Institute,  Baltimore.  Published  by  the  Au- 
thor and  sold  only  at  the  Laneasterian  Institute.  Wil- 
liam  Ogden   Niles,   Printer.      1821. 

19.  Laneasterian  School  Journal.     The  Record  of  the  Direc- 

tors of  the  Public  Schools  for  the  Sixth  Section,  First 
School  District  of  Pennsylvania.     1829.     (Mss.) 

20.  Manual  of  the     System  of  Teaching  Reading,     Writing, 

Arithmetic  and  Needle-work  in  the  elementary 
Schools  of  the  British  and  Foreign  School  Society. 
First  American  Edition.  Philadelphia.  Printed  for 
the  Philadelphia  Society  for  the  Establishment  and 
Support  of  Charity  Schools,  and  Published  by  Ben- 
jamin Warner,  No.  147,  ^Market  Street.  Wm.  Fry, 
Printer.     1817. 

21.  Minute  Book  of  the  First  Section  of  the  First  School  Dis- 

trict of  Pennsylvania.     1818-1841.      (Mss.) 

22.  Minutes  of  the  Controllers  of  the  Public  Schools  for  the 

City  and  County  of  Philadelphia.  1818-1836.  (Mss). 
1895    (Print). 

23.  Minutes  of  the  Society  for  the  Free  Instruction  of  Female 

Children.     1797-1854.     (Mss.) 

24.  Origin  and  Proceedings  of  the  Philadelphia  Association 

of  Friends  for  the  Instruction  of  Poor  Children. 
Philadelphia.     1832. 

25.  (a)  Pennsylvania  Archives.     Fourth   Series.     Edited   by 

George  Edward  Reed  LL.  D.  under  the  Direction  of 
Hon.  W.  W.  Griest,  Secretary  of  the  Commonwealth. 
Volume  V.    Papers  of  the  Governors  1817-1832.    Har- 


LANCASTERIAN  SCHOOLS  IN'   PHILADELPHIA     87 

risburg.     Wm.  Stanley  Kay.  Stato  Printrr.     1900. 
(b)  Ditto.     Volume  VI.     Papers  of  the  Governors  1832- 
1845. 

26.  Poulson's      American    Daily      Advertiser.      PhilatU'lphia. 

1817.     1818.     1819. 

27.  Regulations  adopted  by  the  Society  for  the  Fr*»t'  Instruc- 

tion of  Female  Children.    7  of  12  mo.     ISll.     .."^Iss.) 

28.  Relf's  Philadelphia  Gazette  and  Daily  Advertiser      Phila- 

delphia.    1817.     1818. 

29.  Report  of  the  Committee  on  Public  Schools  to  the  Penn- 

sylvania Society  for  the  Promotion  of  Public  Eeonu- 
my.  Read  at  its  meeting  on  Nov.  10,  1817.  Printed 
for  the  Society  by  S.  Merritt.     1817. 

30.  Report  of  the  Joint  Committee  of  the  two  Houses  of  the 

Pennsylvania  Le^'islature  of  the  subject  of  a  System 
of  General  Education  together  with  the  Bill  reported 
by  said  Committee  and  an  Appendix  containing  sun- 
dry communications  on  the  subject  of  C«unnu)U 
Schools.  Samuel  Brock,  chairman.  Read  in  the  Sen- 
ate January  22,  1834  and  1500  copies  ordered  to  be 
printed.     Ilarrisburg.     1834. 

31.  Some  Account  of  the  Ainiwell   School,   instituted   by  the 

Society  for  the  Free  Instruction  of  Fenuile  Children, 
now  incorporated  under  the  title  of  "The  Aimwell 
School  Association."  Pliiladelphia.  The  Leeds  and 
Bdidle  Co.,  1019-21  Market  St.  1902. 
82.  The  Register  of  Pennsylvania.  Dev(»tetl  to  the  Preserva- 
tion of  Facts  and  Docunu'iits.  and  every  other  kuid 
of  useful  Information  respecting  the  State  of  Pennsyl- 
vania. Edited  by  Samuel  Hazard.  Vol.  I.  January 
to  July  1828.  Philadelphia.  Printed  by  W  F  Ced- 
des.     No.  59  Locust  Street. 

33.  United  States  Gazette.      Philadelj.lun      IS) 7       [<ld 

Referencei. 

34.  Boese,  Thomas 

Public  Education  in  the  City  of  Now  York.  Its  Ilia- 
tory,  Condition  and  Statictics.  An  Oflicial  Report  to 
the  Board  of  Education.  By  Thomas  Boe.se,  Clerk  of 
the  Boaril.     .New  York      Harper  and  Brothers      1869 


88     LANCASTERIAN  SCHOOLS  IN  PHILADELPHIA 

35.  Bourne,  Wm.  Orland,  A.  M. 

History  of  the  Public  School  Society  of  the  City  of 
New  York,  with  Portraits  of  the  Presidents  of  the 
Society.  New  York.  Win.  Wood  &  Co.  61  Walker 
St.     1870. 

36.  Edmonds,  Franklin  Spencer,  A.  M. 

History  of  the  Central  High  School  of  Philadelphia, 
Philadelphia.    J.  B.  Lippincott  Co.     1902. 

37.  Pennsylvania  School  Journal,  Vol.  39,  No.  12,  June  1891. 

38.  Salmon,  David 

Joseph  Lancaster.    Published  for  the  British  and  For- 
eign School  Society  by  Longmans,  Green  and  Co.  39 
Paternoster  Row,  London.     New  York  and  Bombay, 
1904. 
/39.     Scharf  and  Westcott. 

History  of  Philadelphia.  1609-1864.  By  J.  Thomas 
Scharf  and  Thompson  Westcott.  In  three  Volumes. 
Philadelphia.     L.  H.  Everts  &  Co.     1884. 

40.  Shippen,  Edward 

Address  by  Edward  Shippen,  Esq.  President  of  the 
Board  of  Controllers  of  the  Public  Schools  of  Phila- 
delphia on  the  occasion  of  the  dedication  of  the 
"Ilollingsworth  School."  Delivered  31st  October, 
1867.  Philadelphia.  E.  C.  ]\larkley  and  Son,  Printers, 
422  Library  Street,  Opposite  Post  Oflice.     1867. 

41.  Westcott,  Thompson 

A  History  of  Philadelphia  from  the  Time  of  the  iirst 
settlement  on  the  Delaware  to  the  Consolidation  of 
the  City  and  Districts  in  1854.  Volume  4.  Philadel- 
phia.    1867. 

42.  Wickersham,  James  Pyle 

A  History  of  Education  in  Pennsylvania,  Private 
and  Public,  Elementary  and  Higher.  Lancaster,  Pa. 
Inquirer  Publishing  Company.     1886. 

43.  Wood,  S. 

An  Account  of  the  Common  Schools  in  the  States  of 
Massachusetts,  New  York  and  Pennsylvania.  August 
1838.  Embodied  in  the  Publications  of  the  Central 
Society  of  Education.     Volume  HI.    London.     1839. 

OF 


Ttrra  voOT^  ▼*•  "nT™!^  <MkT 


■  <Kn  (VI  IRRARK  <^ 


CDSbDb2M3S 


RETURN  TO  the  circulation  desk  of  any 
University  of  California  Library 
or  to  the 
NORTHERN  REGIONAL  LIBRARY  FACILITY 
BIdg.  400.  Richnnond  Field  Station 
University  of  California 
Richmond.  CA  94804-4698 


ALL  BOOKS  MAY  BE  RECALLED  AFTER  7  DAYS 
2-month  loans  may  be  renewed  by  calling 

(415)  642-6233 
1-year  loans  may  be  recharged  by  bringing  books 

to  NRLF 
Renewals  and  recharges  may  be  made  4  days 

prior  to  due  date 


DUE  AS  STAMPED  BELOW 


LIBRARY  USE  .1111  P4'86 


Mti  u  ^    Idt  - 


JiVcU 


MAR  J  1  1996 


'-'HUULAT/ONDEPT. 


